A Study On The Development Of Teaching Reflective Competence Of English Major Student Teachers

Teaching reflection is one of the key enablers of teachers’ constant learning, and it hasbecome one of teachers’ professional qualities. It is beneficial to the teacher’s individualdevelopment; what’s more, it works as an effective way to promote the development of theteaching staff. The concern with teacher’s teaching reflection has become a substantial focusof the current teacher education reform.New English standard requires creative teachers. The teachers should transform from theexecutive of the curriculum and teaching materials into the facilitator of students’ learning,the developer of curriculum and the researcher of teaching. For the foreign language teachersincluding the foreign language normal students, it is both an opportunity and a hugechallenge.As part of the integrity of pre-service education, in-service education and vocationalguidance, teaching practice plays an important role in the development of student teachers. Asa result, it is significant to recognize the condition and tendency of the student teachingsduring the teaching practice in order to lead their transfer of the role and professionaldevelopment in the future.Based on the above perspectives, the study combines the teaching reflective theory withEnglish major student teacher’s teaching practice. The research methodologies ofquestionnaire and interview are used to survey and analyze teaching reflection of the Englishmajor student teachers in Daqing Normal University. The study aims to explore the changingtendency of the English student teachers’ teaching reflective competence between thepre-practice and post-practice and the affecting factors; present the relative suggestions toimprove teaching reflection.The results show that students’ teaching reflective competence had developedsignificantly in terms of voluntary reflection and effective reflection which self-assessment onteaching reflection also proves. Secondly, the main affecting factors are student teachers’professional knowledge, guidance from supervisor in the practice teaching school andcolleague discussion. Finally, three suggestions are put forward to improve student teachers’teaching reflection: normal university students should consolidate the professional knowledgeto improve the consciousness of reflection; the supervisors should intensify the assistant tostudent teachers’ reflection; student teachers should reinforce the colleague reflection.