Research On Formation Of Teachers’ Role Awareness Of Normal Students In Non-normal Universities And Influencing Factors

Non-normal universities have played an important role in normal education and areencouraged to participate in normal education and teachers training. With the educationalreform deepening worldwide, governments of different countries are taking all kinds ofmeasures to improve quality of teachers to promote the development of education. It isimportant to improve teachers’role awareness of normal students in non-normaluniversities.On the basis of the teachers’ role theory, this paper takes normal students innon-normal universities as the objective of study, and focuses on the present situation andthe Influencing factors of of the formation of their teachers’role awareness.On the base of reviewing and analyzing present literatures, this paper dividesteachers’role awareness of normal university students into three domains, includingteachers’role recognition, teachers’role expectation and teachers’role passion.This studysymmetrically investigates the status quo and influencing factors of teachers’ roleawareness of normal students of S university in Suzhou, by the means of self-made RoleAwareness of Normal Students of non-Normal University and Influencing FactorsQuestionnaire, and combining with interviews.This research analyzes the overall situationof normal students’ teachers’ role awareness and the difference of gender, the only child,grades, the birth place, the parents’ level of education and other aspects, and explores theindividual and environmental factors of formation of their teachers’ role awareness.Combining interviews, it finds that the improvement of teachers’role awareness need to getthe support of society and school and individual efforts. This paper also provides someuseful suggestions for the future conduct of teacher education.According to the research,the author could get inclusions as follows:Firstly, normal students in non-normal universities stay in high level of rolerecognition and role emotion. It indicates that they have strong teachers’ role awareness.Secondly, students of different genders are strongly different in teachers’ roleexpectation and teachers’ role emotion. Girls have higher level of role awareness than boysin two domains.Thirdly, students of different majors perform distinctively differently in teachers’ rolerecognition and teachers’ role emotion. Students majoring in art have higher level inteachers’ role recognition than students of arts and science. Students of sports are inhigher level in teachers’ role emotion than students of science.Fourthly, students of different grades are are strongly different in teachers’ roleexpectation. Freshmen are different from senior students, as well as junior students andsenior ones. Comparing with senior students, freshmen and junior ones have higher levelof role expectation.Fifthly, teachers’ role awareness of normal students in non-university have nodifference in the only child, birthplace, the parents’ level of education and family monthlyincome.Sixthly, formation of teacher’s role awareness of normal education students innon-normal university influenced by individual and environmental factors. individualfactors include hobbies, personality traits, reasons for selecting normal major, studymotivation, professional values, after-class learning and extracurricular activities, personalability and ways to recognize the role of teachers. Environmental factors can be furtherdivided into the social environment and university environment. Social environmentincludes national and social identity of non-normal university students and professionalidentity of teachers. University environment includes curriculum, teaching, teachingpractice, attention paid by university leaders professional ideological education.Finally, from society, university and student angle, this paper give eleven suggestionsto strengthen normal education students in non-normal university.