Research On Teachers’ Role Awareness Of Government Funded Normal Students And Its Determinants

Different from the traditional teacher education， the important goal ofgovernment funded normal education is to promote the reform and the developmentof teacher education, which aims at improving the quality of our primary andsecondary education. In order to train qualified teachers, we need enhance theteachers’ role awareness of government funded normal students and strengthen theirteaching willingness. However, there are few studies on the teachers’ role awarenessof government funded normal students. Based on the teachers’ role theory, the studydiscusses the teachers’ role awareness of government funded normal students andrelevant influencing factors.To achieve the research purpose, we do the research on government fundednormal students of Northeast Normal University with random sampling by means ofthe self-made questionnaire. On the basis of the analysis of existing research, theteachers’ role awareness of government funded normal students is divided into threedimensions: cognitive of the teachers’ role, emotion of the teachers’ role andexpectations of the teachers’role. Further, we applied descriptive statistics to calculatethe following aspects: T test, analysis of variance and Pearson correlation analysis.And finally, we draw the conclusion and provide practical suggestions.The findings of this study are as follows:(1) Government funded normalstudents have comprehensive understanding of the teachers’ role expectations, whichresults in the high level of role awareness and role emotion.(2) The gender and theirparents’ educational background of the government funded normal students have animpact on their teachers’ role awareness.(3) The teachers’ role awareness ofgovernment funded normal students is influenced by the society, schools andthemselves. For instance, the social identity of the normal school, the expectations ofthe teachers’ role, curriculum, teachers’ academic level, professional and ideologicaleducation, educational practice, professional personality preferences and the needs ofthe career.