Research On Student Teachers’ Professional Development Based On The Critical Incidents In Teaching Practice

With the development of global cultural soft power and theconnotation construction in Shanghai’s “Twelfth Five-Year Plan", theconstruction of teaching staff becomes one of the most importantfactors in the development of education. As the new blood of teachers,young teachers should focus on the accumulation of knowledge andpractical experience. Teaching practice is the important way oftraining young teachers and it also plays an important role in theChina’s education reform. Therefore, teachers’ professionaldevelopment and education for sustainable development all dependon the content and form of teaching practice.This thesis analyzes the effects of critical incidents in teachingpractice by means of using qualitative research. The thesis involves themethods including cast study, observation and literature and learningabout the process of teachers’ professional development fromteaching, education and conducting oneself. It also discusses the wayto design new teaching practice environment which bases on criticalincidents in teaching practice.This thesis consists of four parts: literature summarization, researchdefinition, quantitative research and summary analysis.In the part of literature summarization, the construction of teachingstaff is a crucial problem, especially the training of young teachers inmany educational fields. Afterwards, it makes meta-analysis onperiodical literature and network information. After analysis，the authorfinds out that the quantitative research, such as present situations,problems of teaching practice and focus on design education practiceplatform is large; moreover, the proportion of qualitative researchfocusing on context analysis and discourse analysis based on realsituation is less. In the part of research definition, the core-concepts of it arestudent teachers, critical incidents in teaching practice, practicalknowledge and teachers’ professional identity from the migrationtheory. Through the analysis of development and status of teachingpractice in china and abroad, this thesis designs the conceptualframework of qualitative research.In the part of qualitative research, it uses cast study andobservation to collect research materials. In the context analysis anddiscourse analysis, the author finds that critical incidents in teachingpractice require three factors: subject, question situation,reflection-in-action. With the interaction between them, studentteachers’ inherent cognition and activity would be changed, and it isalso advantageous to student teachers’ professional growth.In the part of summary analysis, it sums up that those criticalincidents in teaching practice are able to help student teachers toreflect on themselves, and have a sense of mission and practicalknowledge by means of context analysis and discourse analysis. Theauthor believes that the combination of teaching practice platformand critical incidents in teaching practice would construct a newteaching practice environment.