The Influencing Study Of Educational Practice On Teacher’s Professional Cognition Of Normal University Students

As the main strength of the future teachers’ team of the basic education, the normal university students have big responsibility and long way. Professional cognition is that under the comprehensive influence of family, school and society, the individual gradually knows more about the work of teacher through professional learning and their practice knowledge. It’s an understanding process. Teachers’ professional cognition is the extension of professional cognition in the field of education. In particular, it’s the individual’s basic understanding and evaluation which are formed in the active or passive way. Before the graduate students begin to work, as an important professional experience, the education practice is of great significance to the growth of the students. Therefore, the education practice has become extremely important part of the normal education and should be paid enough attention. In this study, the author mainly has used questionnaire andvisiting ways to investigate the normal university students’ teacherprofessional cognition, who are the2011class students from ShanxiNormal University. After reading the analysis of survey data, theauthor has findings as follows:(1) the students have a not low wholescore (the two total average of students’ teacher professionalcognition are above4.0) whether before the education practice orafter that. Among the three dimensions, they have the highest scoreson the dimension of professional quality dimension. Then is theprofessional social dimension, of course, they have the least scoreson the dimension of role value.2. Students have very significantdifference on teacher professional cognition when they begin andfinish the education practice, which is mainly on the professionalquality dimension and professional social dimension. There’s nosignificant difference on the dimension of role value. After theeducation practice has been finished, the students have higher wholescores on every first class dimension, but they have lower score onthe second class dimensions of the pay for teachers and theirwillingness to teacher.3. After the education practice, the girls havesignificant difference while the boys don’t have, the students fromrural have significant difference while the students from city havequite significant difference, the students who are from not one-child family have significant difference on teacher professional cognitionwhile the students who are from one-child family don’t have.4.Different practice places, content and education practice types allwill affect the normal university students’ teacher professionalcognition. Different practice places will significantly affect theircognition on professional social dimension, different practice contentwill significantly affect their cognition on the dimension of teacherquality. Different education practice types will significantly affecttheir cognition on the dimension of role value.Students’ knowing process on teacher professional cognition is adynamic and continuous change process and is constantly updated.To be specific, the practice guidance teachers of education practiceand students themselves are the main bodies, and the training modeof normal universities, education practice schools and the socialethos are the factors which affect students’ teacher professionalcognition and can’t been neglected. Therefore, the normaluniversities, education practice schools and society should gettogether to form a strong strength to prompt students improve theirprofessional cognition.The paper can been mainly divided into six chapters. The firstchapter is an introduction about the background significance andresearch significance of the normal university students’ teacher professional cognition. The second chapter is mainly about the definition of key concepts. The author also draws lessons from the related theory and research at home and abroad. The third chapter is the overall design of this study, which includes the research process, research methods, research tools and data collecting and processing. The fourth chapter is the comparative analysis of the students’ teacher professional cognition level (before and after the education practice), which is done by using SPSS software to deal with the collected data and get the results. The fifth chapter is the analysis about the results of the study, and some qualitative in-depth interviews are done to explore some reasons which can’t be found only by questionnaires. The sixth chapter includes the conclusion of this study and suggestions put forward by the author for the improvement of students’teacher professional cognition.