A Case Study On "Learning To Teach" Of Normal Students Majoring In Primary Education

“Learning to Teach” is the cornerstone for primary education normal students to step onto the podium,and its research has been valued by various countries.From the existing studies,the theoretical or practical research on “learning to teach” for normal students in foreign countries is more in-depth,on the contrary,the research on “learning to teach” for primary education normal students in China is still in the advocacy of relevant education policies and practical exploration.At the same time,the existence of teaching adaptation difficulties in practice shows that the theoretical reference provided by current research on primary education normal students’ “learning to teach” is insufficient.Therefore,it is urgent to deepen the research on primary education normal students’ “learning to teach”.Firstly,the content framework of primary education normal students’ “learning to teach” was clarified through literature research.By referring to questionnaires,classroom observation records,and other research methods used in previous studies,and combining research questions with the content framework of “learning to teach”,interview outlines,classroom teaching observation records,and internship logs were formed to collect research materials through observation,interview,and content analysis.2019th-grade primary education normal students from Z Normal University were selected as the research objects.The obtained research data was coded to obtain three categories of primary education normal students’ “learning to teach”.Then,three representative cases were selected according to the categories to analyze: Xiafang as a representative case of leading concept and promoting professional knowledge and ability learning,Xiaoke as a representative case of practicing and developing professional knowledge and concept in practice,and Xiaomei as a representative case of combining professional concept and practice to enhance professional knowledge and ability.Based on this,the process and influencing factors of primary education normal students’ “learning to teach” were explored.The study found that in the process of primary education normal students’ “learning to teach”: professional ethics and the professional concept of teaching and educating people were Xiaofang’s goals and motivations for “learning to teach”.At the same time,Xiaofang developed professional knowledge and abilities with a studentcentered approach.Classroom teaching ability was the support and approach for Xiaoke to “learn to teach”,and she developed professional knowledge and concept centered around classroom teaching ability.The combination of concept and practice under personal abilities was the foundation for Xiaomei to “learn to teach”,and she continuously updated professional knowledge,concept,and abilities in the process of learning theoretical knowledge in practice.The influencing factors of primary education normal students’ “learning to teach” include the perception of the influence of primary school teachers on primary school students,the matching relationship between professional expectations and personal abilities,and professional awareness,available learning contexts,teacher demonstration during the student era,practice,and reflection.In summary,“learning to teach” for primary education normal students is not only a personalized process but also the result of the combined effect of multiple factors.It is also a spiral upward process.Therefore,from the learning objectives of teacher education majors,the external learning context,and the integration of theory,practice,and reflection in internal and external linkage,we can derive inspirations to provide practical reference for primary education normal students and teacher educators.