The Formation And Influencing Factors Research Of Non-normal Teachers’ Role Consciousness

Owing to the reform of teacher education systems and policies and the increase of teacher status and treatment, there are increasing non-normal staff engaged in the teaching profession, and the ranks of non-normal teachers burgeoning. As a kind of educational resource, non-normal teachers bear the same responsibility and play the same education role as normal teachers. Yet, they have been questioned and denied from parents and the community. Due to the lack of professional teacher education, deficiency of non-normal teachers should be faced squarely indeed. In the teachers’ team construction, especially the construction of teachers’ professionalization intensified today, training for non-normal teachers is particularly important. Teacher’s role consciousness training is one of the important aspects.In this paper, based on the teacher’s role theory, by searching the literature, questionnaires and correlation analysis, the first part is mainly to study the status quo of teacher’s role consciousness of non-normal teachers, and analyzes the causes of the formation of the status quo. The non-normal teacher’s overall role consciousness is in a general level, compared with the normal students’ teacher role consciousness, the non-normal teachers have a certain gap. The reason involves educational experience, internship experience, their own efforts, vocational training and social identity;The second part is mainly to analysis the discrepancy of teacher’s role consciousness of non-normal teachers from eight aspects of gender to the university graduation level. non-normal teachers’ role consciousness has no difference in the father’s occupation factors and graduate university level factors; and it has little difference in major factors, seniority factors, parental education level factors, mother’s occupation factors and family income factors; but it has very significant differences in gender and family seat factor.The third part emphatically analyzes factors affecting the formation of non-normal teachers’ role consciousness. Sum up, non-normal teacher’s role consciousness will be affected from the community, schools and non-normal teachers themselves;The last part of the paper is firstly to conduct an overall analysis of teacher’s role consciousness of non-normal teachers, and then correspondingly compare then with the situation of normal class teachers, on this basis, the writer put forward suggestions and countermeasures from the aspects of society, non-normal teachers’ teaching schools, teacher certification system, the non-normal teachers themselves and.higher education: First, the society should eliminate discrimination and improve the extent of social recognition of the non-normal teachers, and improve the social status of primary and secondary school teachers; Second, the teaching schools should improve the treatment and the working environment, it should implement training and expand teachers’ professional development; Third, the teacher certification system should complete the content of the examination and strict the practice education examination; Fourth, self-respect, lifelong learning, insist on self-development; Fifth, higher education, universities should provide non-normal students opportunities for theory learning and education internship, and use ePortfolio way to record their learning process and outcome.