Research On The Influence Of Educational Practice On The Teachers’ Identity Of Normal Students

Our country places teacher work at the core strategic position of education development,and the construction of a high-quality teacher team is the top priority of all work.As an internal and deep-level factor,teachers’ identity restricts the professional development of teachers.As the future teacher reserve group of normal students,their teacher identity level needs to be improved.Educational practice is a key stage in the establishment of teacher identity of normal students.Its formation and development is a process of dynamic construction,which is continuously affected by their experience in the practice period.Although there is an abundant of research paid attention on the contributing factors of teachers’ identity of normal students,there is little connection between teachers’ identity of normal students and internship,and less attention is paid to the effect of internship on teacher identity of normal students.In this study,a questionnaire survey of 263 teacher trainees was carried out to explore the changes in the level of teacher identity of normal students before and after the educational practice from the total and three sub-dimensions of cognition,emotion and behavioral orientation.Subsequently,it is supplemented by in-depth interviews with 10 normal students to explore the factors that influence the identity of normal students in educational practice,then according to the above analysis to put forward suggestions for optimizing the educational practice.Study found that: In general,educational practice is improving the overall and each sub-dimension level of teacher identity of normal students,this coincides with the conclusion drawn by scholar Xiaohui Zhang in his related qualitative research.However,there are certain differences in the influence of educational practice on the various sub-dimensions of teacher identity of normal students.Comparatively speaking,the behavioral orientation dimension is a dimension that improves the most after educational practice,and the differences between individuals are small.The emotional dimension has the smallest improvement,and the inter-individual differences are relatively large.In addition,there are certain differences on the impact of educational practice on normal students with different variable characteristics.The data analysis results show that the overall level and each sub-dimension level of teacher identity of normal students have differences in terms of the gender of the interns,teachers’ occupational contacts,interns’ academic performance,the type of internship school,the location of the internship school,the number of classes during the internship,teaching class discipline,the extent of students’ cooperation,the number of exchanges and the relationship with the internship instructor,the number of exchanges with the leading teachers in universities,the number of exchanges and the relationship with students,the number of exchanges with classmates,and the effect of educational practice.There are significant differences in variables such as the academic performance of the students taught by the interns.There’s no wide difference in the changes of overall level of and each sub-dimension level of teacher identity after internship among interns of different internship periods,different student origins,and different internship disciplines.The change of the level of teacher identity of normal students caused by educational practice is complicated by factors of three aspects: the individual level of interns,the interaction between interns and others in the educational practice environment,and the effect of educational practice.Based on the above research,In order to optimize the educational practice,and then improve the teachers’ identity level of normal students,this study suggests: Firstly,increasing the accumulation of professional theoretical knowledge of intern teachers;secondly,increasing the accumulation of practical knowledge of intern teachers;thirdly,selecting high-quality,in-depth cooperation educational practice bases;fourthly,increasing the possibility of obtaining effective guidance during the educational practice period;fifthly,improving normal students’ ability of carrying out class management during their internship;sixthly,maximizing the effectiveness of interns’ peer assistance;seventhly,improving the teaching effectiveness of normal students during their internship.