On The Qualitative Research Of Critical Incident In Normal Students Education Practice

High quality and professional teachers are the force to promote the good development of education. With the further development of basic education curriculum reform and the increasing social demand for training talents, teacher professional development has become the focus of domestic and foreign scholars. Education practice is one of the important courses for normal students at the pre-service training phrase, and is the main approach to improving education practice for normal students. At present, domestic and foreign research on education practice-related issues have been plentiful, but the researches based on the growth value of the normal students on education practice are few.Accordingly, this thesis carries out research based on the data of the critical incidents of education practice written by some normal students enrolled in 2011, Northeast normal university, who participated in the education practice, “Teacher Education Innovation Experimental are in Northeast”. By concluding and analyzing, and classifying the critical incidents during education practice of normal students according to different standards, and describing the characteristics of different types of critical incidents that took place during the education practice to reveal the behaviors and psychological reactions that normal students have on the critical incidents during education practice; on this basis, the thesis, supplemented by interviews of incident records, draw conclusions of how the critical incidents during education practice conduce to the professional growth value of normal students, and put forward strategies and recommendations to improve the quality of normal university education practice.This study consists of eight parts:The first part: Introduction. This part mainly describes the origin, purpose, questions and theoretical and practical significance of the study.The second part: Review of domestic and foreign related researches. This section summarizes the results and conditions of domestic and foreign related research from both macroscopic and microscopic perspectives and makes a comment to lay the theoretical foundation for the study.The third part: Summary of teachers’ professional development and the critical incidents during education practice. This part defines and interprets the concepts and connotations of critical incidents during education practice as well as introduces and explains the goals, content, implementation approaches of education practice and the connotations, types, content and approaches to teachers’ professional development.The fourth part: The design and process of the study. This part illustrates the design, ideas and implementation process of the study, specifically including the establishment of research hypothesis, the selection of object of the study, the choice of research methods, the explanation of research process and the determination of the standards and principles of sampling.The fifth part: Analysis of the critical incidents during education practice. This part classifies the critical incidents during education practice according to different classification criteria by analyzing the records of the critical incidents of normal students’ education practice and describes the characteristics of different kinds of the critical incidents of education practice.The sixth part: The characteristics of normal students’ responses to different kinds of the critical incidents during education practice. This part studies normal students’ psychology and behaviors in response to different kinds of the critical incidents of education practice, summarizes characteristics of normal students’ psychology and responses to different kinds of the critical incidents of education practice and also makes an illustration and analysis.The seventh part: The study on the value of the critical incidents during education practice for normal students’ professional development. This part mainly expands discussion from two aspects, namely, “the value of education practice for normal students’ development” and “the value of normal students’ professional practice” and points out the value of critical incidents during education practice for normal students.The eighth part: Put forward suggestions to improve the quality of education practice on the basis of critical incidents during education practice. This part forms strategies and suggestions to improve the quality of normal universities’ education practice on the basis of the conclusion of the research and normal students’ interview feedbacks to provide reference for perfecting the work schedule of education practice, optimizing implementation plan of education practice, constructing quality guarantee mechanism of education practice.