The Development Of Teacher Role Awareness In The Process Of Education Practicum

Full-time Masters of Education are trained to be teachers with practicability and applicability in primary schools and middle schools.They are expected to be equipped with both solid and comprehensive theoretical knowledge and the practical ability.To improve teachers quality is urgent because which could influence directly the cultivation of students.Therefore,the improvement of teachers' quality and the change of teachers'teaching behavior become the focus of education reform.So,teachers' perception and understanding towards their role are important when there is more expectation on their roles.Teacher role awareness is one of the center in teachers' teaching belief,for it can affect their psychological experience and teaching behavior,and at the same time it is a valuable indicator for the maturity of teachers.We have to pay more attention to teacher role awareness and analyze it so that teachers' awareness can be changed and improved.Only when teachers have appropriate role awareness,can they conduct more effective teaching activities for students' full development.In foreign countries and Taiwan areas,there are many related researches,but there are fewer in mainland China.Based on the previous studies,the structure of teacher role awareness is divided into four parts:role intention,role emotion,role expectation,and role perception.According to these four aspects,this study analyzes teacher role awareness of Nancy,who majors in English subject teaching.During the process of the study,classroom observation,interviews and daily conversation are adopted most to resolve the following three questions:(1)What was the participant's teacher role awareness before her education practicum?(2)Did this teacher awareness change after she started her practice?And how did it change?(3)What are the factors that lead to the changes if there is any?It is found in this study that before teaching practice,Nancy 's teacher role awareness is influenced by her family,the teachers in her schools and college.While the teaching practice,there are some changes in her teacher role awareness.First,her role intention has been enhanced;second,her role emotion includes something different because she has experienced the positive and negative feeling of being a teacher by herself;then,there is some new understanding towards role expectation,for example,she now knows the rights of a teacher;last,her role perception is also enriched for she knows better about the relationships between teachers and students,and so on.The major factors of these changes include:(1)the practicum school itself;(2)the teachers and students in that school;(3)the partners in that school;(4)self teaching experience;(5)the environment in that school.According to this study,the author thinks something should be done.Firstly,during teaching practice,the communication between the student teachers and teachers and workers in practicum school should be enhanced.Secondly,the interaction among the practice partners should also be enhanced.Thirdly,there should be more self-reflection on personal teaching experience.Then,relaxing atmosphere is also necessary.Last but no least,teaching practice span should be extended.