The Qualitative Research Of Student Teachers’ Reflection

The study about reflective educators and reflective education in China rises in1990s and since then it has become the center of attention. In order to cultivatereflective teachers and promote teachers’ professional development through reflectionand action should start from fostering pre-service teacher. Therefore, this study takesstudent teacher as the starting point to study the situation of student teachers’reflection during the process of educational practice and then to expore how thestudent teachers promote themselves in the inter-construction between reflection andaction, which has certain theoretical and practical significance.This thesis includes following five parts:Chapter one is introduction that clarifies the background, problems, significanceand methods of this study.Chapter two sorts out main concepts and related theories, including the definitionand description of teachers’ reflection and student teachers’ reflection; thearrangement and grasp about the student teachers’reflection and the research about therelationship between reflection and action both at home and abroad based on theunderstanding of the concept of the reflection of the cadet teachers.Chapter three is research design and research process. This part introduces theideas, selection of researching subjects, the design of researching tools and thecollection of researching data which are sorted and analyzed to reach the conclusionof the four dimension about the reflection of student teachers: that is the reflection ofself-role orientation, class management, teacher-student relationship and classroomteaching among which the reflection of classroom teaching is mainly characterized bythe reflection on the teaching content, teaching,method and classroom question.Chapter four is the analysis of this research. This study takes the student teachersteaching in T primary schools in C city as its researching subject. Through carefullyreading the reflection diaries and teaching plan during teaching practice and analyzingthe notes during the interview to sum up the content, the situation about the reflectionof the student teachers in the process of educational practice has been analyzed fromthe dimension of student teachers’ reflection, the change of student teachers’reflective focus,the ralationship between reflection and action.Chapter five is conclusion and suggestion. This study shows: first, reflection andaction is closely related and student teachers develop themselves in the process of inter-construction; second, action is the reflection of the trial-and-error process; third,the effect of action will influence reflection; fourth, there exists deviation in reflectiveawareness and action after reflection; fifth, the concern of reflection will changes withthe change of the practice time and task. In order to improve the reflection ability ofthe student teachers and promote their professional skills through theinter-construction of reflection and action, normal universities and colleges shouldpay attention to the inter-penetration of theory and practice and emphasis oncultivation of student teachers’ reflective consciousness; Faculty adviser should givefull play a guiding role to promote student teachers’ to construct a kind of goodeducational conception; at the same time, according to the change of student teachers’reflective focus andgive reflective guidance timely.