Investigation And Recommendations On Pre-service Teachers’ Reflective Ability

This thesis selects the students in Xinjiang Normal University as subjects. Itaims to have a general research on the teaching reflective competence of thoseteachers in pre-service phase and the reason that affects their teaching reflectivecompetence. It will also give some advice on how to train and upgrade the teachingreflective competence of those teachers. This thesis will mainly divided into fourparts.Section Ⅰ: introduction. It consists of five parts, including the reason why theauthor has chosen this topic, the literature review at home and abroad, the aim andsignificance of this research, the definition of the core concept, the thoughts andmethods of the research.Section Ⅱ: the process of drafting the questionnaire and doing the research.The questionnaire in this research is designed by the author. The questionnairemainly includes three dimensions: theoretically reflective competence, experientiallyreflective competence and reflective perseverance. In addition, based on theprediction about the students in Xinjiang Normal University and the processing ofSPSS data, it is a formal questionnaire with good reliability and validity.Section Ⅲ: The result of research on the teaching reflective competence ofthose teachers in pre-service phase and its corresponding analysis. It has selected600grade-four students in Xinjiang Normal University who have attended to supporteducation as interns. And then it will analyze their theoretical reflection competence,experiential reflection competence and reflection perseverance with SPSS16.0.Besides, it will also design some interviews with the normal students to analyzesome related factors which might influence their teaching reflective competence,such as sex, nationality, major, whether he is a normal student or not, the regionwhere his support education school is and his critical thinking tendency.The result shows that: The overall teaching reflective competence of thenormal students is at a medium level; the normal students have no significantdifference from each other on their teaching reflective competence when referred totheir majors; the normal students have quite a significant difference from each otheron their teaching reflective competence when referred to the alternating quantity suchas their sexes and nationalities, whether they are normal students or not and wheretheir supporting education schools are. The teaching reflective competence of thenormal students and their dimension has a significant correlation with the tendencyof the normal students’ critical thinking. Reflection perseverance in their criticalthinking tendency is a quite efficient alternating quantity. The factors that influencethe normal students’ theoretical reflection ability are that the normal students are lackof reading and critical analysis of the literature books about the education theories. The factors that influence the normal students’ experience reflection ability mainlyinclude the following three points: only having a short period of practice, not havingadapted to the change of their roles completely, lack of efficient guidance in thepractice; the normal students also have got some problems in the minority region,such as language, culture and lack of guidance about the multi-cultured educationand bilingual teaching. The factors that influence the normal students’ perseverancereflection ability mainly lie in the following aspects: the normal students’ loss ofteacher professional identity, the normal students’ lack of communication ability,lack of reflection atmosphere, lack of curiosity and open mind of exploring newthings and opinions.Section Ⅳ: Approach and advice on how to train and improve the teachingreflective competence of the teachers in pre-service phase. According to the results,this thesis will put forward some specific advice from the following perspectives: thenormal universities and formation of normal students’ habit.