A Case Study Of Reflection On Educational Practice For Pre-professional Masters In Preschool Education

As the training of "reflective teachers" has become the voice of the international mainstream,having the ability to question and reflect on one's own practice is an essential quality for necessary modern teachers.In 2012,Chinese Minster of Education promulgated the professional standards for kindergarten and primary and secondary schools teachers,which all emphasized that "teachers should persist in practice,reflection,re-practice,and re-reflection,and constantly improve their professional abilities".As a reserve strength for teachers,intern teachers should always reflect in practice.Considering the importance of reflection to the professional development of intern teachers,this research uses 6 pre-school education masters from N school as the case study object,using text analysis method as the main research method,and interview method as the auxiliary method of collecting data to study the collected 72 weekly reflection texts,analyze the main content of pre-school education professional master's internship reflection text,their reflection level,the general characteristics of their reflection and the problems that exist in their reflection.In this study we found that:1.Master students of preschool education mainly focus on the following 3 aspects:teachers(from teacher occupation and class teacher's expertise to their own practice),children(both recognizing children's nature and how to support children),activities(the results of activities and the process of activities);2.The reflection of Master students in preschool education is mostly at the level of descriptive reflection and dialogue reflection,not yet reaching the level of critical reflection;3.The reflection of Master students in preschool education on education practice has the characteristics of variability,individuality,analysis,and integration;4.Master students in preschool education pay less attention to life activities,use less reflection theory tools,and lack continuous discussion of the problem,also their critical reflection level needs to be improved,there is confusion in the dimension of reflective writing and the reflection text lacks kindergarten feedback support.Based on the above research results,the author puts forward some suggestions for improving the reflective ability of Master students in preschool education from the individuals,kindergartens,and universities aspects,hoping to provide some references for relevant personnel.