Reflective Learning And Practical Exploration Of The Pre-service Teachers’ Professional Development

Teacher professional development keeping the concept of lifelong learning, lifelong growth, which has become the current trend of the development of international teacher education, is a dynamic development process. Pre-service teacher education as an important part of teachers’ professional development, occupies an important fundamental status. As reflection is considered by most scholars and experts as the core element of the teachers’ personal growth and professional development, this paper combing the actual characteristics of normal university students, try to explore the effect of reflective learning on teacher professional development, and offer suggestions for courses setting for cultivating high quality teachers in higher normal universities in China.The practical exploration takes free normal students of grade 2011 of biological science specialties in central China normal university as the research object, which lasting a semester. Experimental teaching training consists of four stages,which are the Theoretical study stage, preliminary experiment stage, experiment teaching training stage and the summary of reflective learning stage, mutual link between the students and the guidance of teachers will along with the period. Then collect and analyze students’ teaching reflection journal one by one. This article will select three cases as display which have different focuses on teachers’ professional attitude, professional knowledge and professional skills from eleven experimental teaching training, analysis on the final assignment-reflecting upon the whole process will be took adopting content analysis method by the end of the practice exploration. The result shows that the reflective learning has a promoting effect on pre-service teachers’ professional development, but needing the effective guidance of teachers.