Research On The Optimization Of Professional Knowledge Of Pre - Service Teachers

Teachers’ professional knowledge is an important part of teachers’ professional qualities, and also the guarantee of carrying out teaching practice by in-service teachers effectively. The level of teachers’ professional knowledge directly affects the quality of education and teaching.Pre-service teacher education is an important starting point of teachers’ professional development, and also a critical period for pre-service teachers to have a good command of professional knowledge. The quality of pre-service teacher education is indirectly related to the professional development of in-service teachers. In the tidal wave of teacher professionalization, the reform of teacher education in China is growing rapidly, which makes new demands on teachers’ professional knowledge.Based on the background of teacher professionalization, this paper teased apart the research results on teachers’ professional knowledge, and improved the standards and requirements of pre-service teachers’ professional knowledge by combining with the actual requirements of our country’s teacher education reform. Then through questionnaire and group interview, this paper investigated the status of pre-service teachers’ professional knowledge. And it adopted both qualitative and quantitative methods to explore the factors that have influences on pre-service teachers’ professional knowledge development. Finally according to the present situation and problems, combining with the analysis of the influence factors, the paper discussed the optimization strategies of pre-service teachers’ professional knowledge.This research mainly includes the following five chapters:The first chapter is about the origin of the research and the overall design. This chapter illuminates the research origin from the times requirements, realistic reflection and theoretical pursuit, and reviews and summarizes relevant research literature, and makes the definition and interpretation to this study of the core concepts and theoretical basis. It carries on the overall design from the research purpose and significance, research questions and ideas, research methods and innovation and so third.The second chapter is about the standards and requirements, which refers to the model construction of the pre-service teachers’ professional knowledge. Starting from the requirements of teachers’ professionalization, Chapter 2 reviews the previous research results of teachers’ professional knowledge. According to the four basic dimensions and eighteen essential requirements of The High School Teacher Professional Standards of Professional Knowledge that promulgated by the Ministry of Education, this author uses Delphi expert consultation method, establishes the model of pre-service teachers’ professional knowledge, and cross verifies the rationality of the model by using confirmatory factor analysis.The third chapter is about the current status and problems, which refers to the pre-service teachers’ professional knowledge of the investigation of reality. According to the knowledge structure model of pre-service teachers’ professional knowledge established in this chapter, the author compiled The Pre-service Teachers’ Professional Questionnaire for senior students in normal universities and investigated the pre-service teachers’ professional knowledge of master status and influencing factors, thus reflecting on the problems of pre-service teacher education in our country.The fourth chapter is about the attribution and countermeasures, which refers to the optimization strategies of the pre-service teachers’ professional knowledge. Based on the analysis of the influence factors of pre-service teachers’ professional knowledge and the group interview data, Chapter 4 discussed the subjective and objective factors affecting the development of pre-service teachers’ professional knowledge. And put forward the optimization strategy of pre-service teachers’ professional knowledge from the perspective of pre-service teacher education and teacher professional development respectively.The fifth chapter is about the conclusion and prospect, which refers to the research conclusions and the future prospects. This chapter summarized the main conclusions of the study, reflected on the existing limitation and the insufficiencies in the research, as well as put forward the expectations and prospects of the subsequent research.The eventual purpose of exploring the standards and requirements of pre-service teachers’ professional knowledge and inspecting the status and problems of pre-service teachers’ professional knowledge is to improve and perfect pre-service teachers’ professional knowledge, and then realizes integrative development of teachers’ pre-service and in-service. All in all, teachers’ professional knowledge is not only a remarkable research hotspot, but also a complicated research challenge. This research is not very normative on using of methods and not very in-depth on analyzing problems because of the subjective and objective limitations, and should continue to think, study and research constantly.