Study. Adaptive Change From The Normal School Students To Teachers

The professional development of teachers is a procedure of life-long socialization. It has the basic features of dynamicity, practicality and diversity. Adaptation refers to the procedure and result of the harmonious relationship of a person to the environment. Adaptability refers to a person's ability to realize harmony with the environment through changing himself or the environment in the process of socialization. Students of teachers'college are the main new forces of teachers. Their adaptation and change from students to teachers have direct impact on teachers'professional belief, professional durability and the orientation of professional development and level, which may influence the stability and development of teachers. Under the background of a new-round curriculum reform of elementary education, the adaptability level of students of teachers'colleges may also have an effect on the curriculum reform of elementary education.The self-edited questionnaire mainly includes professional cognition, professional ability, interpersonal relationship and work environment. And the outline for interview primarily involves attitudes toward teachers'profession and students, the preparation of teaching skill, team work, attitudes and methods to deal with the world and some related affairs of adaptability. Adapting the way of random sampling, the questionnaire and interview have been conducted in35primary schools or middle schools among6counties (cities) in Xiangxi Tujia and Miao Autonomous Prefecture. There are622effective papers. And among them191papers are answered by teachers who graduated from teachers'colleges within3years teaching experience,28papers are answered by teachers who were not students of teachers'colleges and403papers are answered by teachers with3years teaching experience or more. The collected papers have been analyzed with EXCEL and SPSS17.0.10graduates from teachers'colleges,7elder teachers and9school leaders have been interviewed and the results of the interview have been analyzed. Both the questionnaire and interview show that:1.Generally the adaptability of graduates from teachers'colleges is good, but there are also some problems them such as unstable professional beliefs, disconnection between theory and practice, lack of teaching experience, insufficient social experience and work stress etc. Compared with teachers with more than3years teaching experience, the adaptability of the graduates from teachers'colleges is lower. The diversity between experienced teachers and graduates from teachers'colleges can be embodied obviously in general adaptability, adaptation of professional ability and adaptation of interpersonal relationship.2.The level of adaptability varies little among graduates from teachers'colleges in nation, national languages, the place where they were born, schools they graduated from and schools they work in. But there are some differences among their gender, educational background, and the schools and courses they teach, which show that female graduates get higher points in adaptability than male graduates, four-year college graduates or postgraduates from teachers'colleges get higher points than three-year college graduates, graduates teaching in primary schools are better than teaching in middle schools. And generally there is obvious diversity in adaptability. There are great differences in professional cognition and interpersonal relationship. In terms of the adaptation of professional ability, graduates teaching other courses get higher points than graduates teaching Chinese or English. And in terms of the adaptation of interpersonal relationship, graduates teaching mathematics get higher points than graduates teaching Chinese.Based on the result of the questionnaire and interview, the thesis analyzed the personal elements such as, the sense of professional identity, willingness to teach, educational background, knowledge structure and teaching time, and the environmental elements like education in teachers'colleges and the administration of primary schools and middle schools which may influence the procedure of students of teachers'colleges changing into teachers. In order to reduce the time of adaptation from students to teachers and improve the graduates'adaptation level, teachers'colleges should optimize course structure in teachers'education and cooperate with primary schools and middle schools to improve students'research ability, and advocates "replacement internship"(students'long time internship in schools to be responsible of a full-time teacher). Primary schools and middle schools should keep man-oriented teaching idea to bridge teachers'development platform, perfect a system of "pair work in teaching" to create a harmonious cooperative culture between teachers. Students of teachers'college should persistent in teachers'professional beliefs, and develop a habit of making introspections in teaching to avoid adaptation passively.