Student Teacher’s Reflective Teaching On The Development Of Classroom Teaching Skills In A Middle School

With the deepening of New Curriculum Reform, teachers have to improve teachingskills to meet the higher and higher requirements. Reflective teaching, as an effectiveway to develop teachers’ profession, has been concerned among more and moreeducator researchers. However, the studies which are directed on the student teachersare few. The thesis studies an English student teacher’s reflective teaching in theperiod of teaching practices to mainly explore what the real role reflective teachingplays in the development of classroom teaching skills of an English student teacher.The three research questions are as follows:Q1: Does reflective teaching have any influence on the student teacher’s classroomteaching skill development?Q2: If positive, to what extent will the student teacher improve classroom teachingskills through reflective teaching?Q3: Which kind of classroom teaching skills will be mostly improved throughreflective teaching?The instruments of the study include a questionnaire, reflective journals and asemi-structured interview. The research subject is myself. The research is mainly basedon narrative research method, with quantitative method assistant.The thesis finds that reflective teaching has a positive impact on the development ofclassroom teaching skills of the English student teacher. The skill of use ofmulti-media has been improved most, and the skill of lesson planning, the skill oflead-in have been improved evidently. The skill of blackboard handwriting has beenimproved steadily not dramatically. However, the skill of teaching management, theskill of questioning, and the skill of presentation and explanation have been improvedslightly. Reflective teaching can help the student teacher realize the problems existingin the three skills that have not been improved evidently, however, these three skillsneed a long time and enough teaching practices to get evident improvements.Therefore, it can be easy to understand that the three skills have not been improvedevidently in the short period of teaching practices with three times of teaching. We cannot deny the positive influence of reflective teaching because of that.The researcher has a comparative full and profound understanding of studentteachers’ reflective teaching through the study, puts forward some implications andgives some suggestions according to the findings and conclusions, with the hope of giving some hints on the future studies on student teachers’ reflective teaching.The research is a case study, so it is doubted that the findings may be applied inother settings. In addition, the time is not long enough to make the research getthrough totally. Anyway, the study has finished scheduled research tasks.