Reflect On English Education Internships

With the concern of teacher professional development in the fields of education, teaching reflection, which works as an effective way to improve teacher professional development, has been paid more and more attention. Domestic and foreign scholars have made much research on reflective teaching, but most of the studies are about reflective teaching promoting in-service teacher development, only a few touches upon pre-service teacher development, and fewer upon student teacher development. Teaching practice is the key link of teacher education, playing an important part in promoting the growth and the development of teachers'practical knowledge. Therefore, the preparation of reflective teachers should start at the beginning of teaching practice, which is the need of teaching professional growth.This thesis adopts the particular stage of educational practice, investigating students'teacher reflection in their teaching practice. The study tries to answer the following research questions:1) what are the contents and levels of reflection of student teachers, and what are the factors that influence student teachers to reflect? 2) What are the differences between student teachers' reflection and in-service teachers' reflection? 3) How to help student teachers improve their reflection effect, and develop their ability of self-discovery and exploration to enable them to qualify the self-teaching professional development?The main instruments used in the research are questionnaire, written teacher reflections, classroom observation and semi-structured interview. The subjects of the study are five student teachers in some middle schools of Daqing in Heilongjiang Province and in-service teachers of these middle schools.Results showed:Firstly, the contents of student teacher reflection are from three aspects:the reflection of student teachers' teaching, the reflection of university curriculum and the reflection of the future career. And with the development of teaching practice, the reflection level was raised from technical level to practical level and a few student teachers' reflection reached to critical level. The factors that influence student teachers to reflect are student teachers' theoretical base, the instructions from the supervisors both from middle school and university and peer discussion. Secondly, the results showed the student teachers reflection and in-service teachers' reflection differed in contents and factors which influence them to reflect. Therefore, the study proved that the theory of in-service teachers' reflection can not be fully applicable to the instructions of the student teachers' reflection. More attention should be paid to the student teachers' reflection. Finally, the researcher put forward three suggestions to improve the effect of student teachers' reflection:Normal College Students should strengthen theoretical study, the supervisors should strengthen the guidance to student teachers'reflection and the student teachers should strengthen the reflective cooperation.