The Research On Teaching Skills Training For Pre- Service Teachers On CRKM

Teaching skill training is an important part of pre-service teacher education project.Recent researches have shown that changes of cognition,belief and attitude of preservice teachers can influence the acquisition of new skills,new concepts and new processes related to classroom teaching,and has a strong correlation with their classroom teaching practice.If the factors of pre-service teachers' pedagogical cognition,beliefs and attitudes can be considered and strengthened in teaching skills training,the change of pre-service teachers' classroom teaching practice will be understand and promoted better.Therefore,this paper focuses on pre-service teachers' change in pedagogical knowledge and teacher beliefs during teaching skills training,design teaching skills training program for pre-service teachers from the perspective of Cognitive Regulation of Knowledge Model,observe and analyse how pre-service teachers' change in pedagogical knowledge and teacher beliefs happen,promote these changes toward the positive direction through interventions of cognitive strategy and motivation strategy.Firstly,the related research about pre-servce teachers' teaching skills training and conceptual change in teacher education are carded systematically.Then,the ways of observation and intervention for pre-servie teachers' conceptual change are discussed from the perspective of conceptual change.And then,the teaching skills training program for pre-service teachers based on Cognitive Regulation of Knowledge Model is designed.Finally,the researcher choose 10 pre-service teachers who select the curriculum of Information Technology Pedagogy in H university to conduct a case study,designing and implementing the teaching skills training program for pre-service teachers based on CRKM.Preliminary research shows that those cognitive interventions and motivational interventions of pre-service teachers' teaching skills training programs based on CRKM have improved the participation of pre-service teachers effectively,and promote preservice teachers' positive and strong conceptual change.While pre-service teachers maintain high teacher beliefs,they will maintain a high engagement in teaching skills training,thus their pedagogical knowledge and teacher beliefs will have a significant positive change.On the contrary,pre-service teachers' s engagement in teaching skills training will becomes lower,thus a weak conceptual change or no conceptual change will happen to them,while their pedagogical cognition structure is strong,coherent and firm,besides their teacher beliefs is lower.This study is helpful to understand how teacher education leads to positive changes of pre-service teachers,and has certain reference significance for teachers' conceptual change related research.