A Study On Pre-service Teachers’ Emotion Development In The Process Of Teacher Identity Construction

As more and more attention has been put on the research of teacher education of China, teacher identity has become a focus in the field of teacher education.Pre-service teachers, as prospective teachers, whose identity not only affect their attitude towards their acquiring professional knowledge, and also affect the quality of the basic education in China. The research about teacher identity of pre-service teacher has become hottest research for many scholars. Teacher emotion, as the source of teacher activity, is the internal driving force, promoting teachers’ behaviors in teacher identity, and plays an important role. The thesis is based on exploring the factors that affect teacher identity, studies the inner aspects of emotion.The study, using diary research method of qualitative research methods, study220 diaries of pre-service teachers. After filtering, classification and sorting, the special events and related information of the diaries are extracted. The emotional development of pre-service teachers’ identity can be divided into cognitive emotional process of pre-service teachers, experience emotional processes of pre-service teachers, and internalization emotional process of pre-service teachers. Meanwhile,the study makes a conclusion of the process of emotional change. It includes higher degree of self-identity(Pre-service teacher who want to be teachers all the time), high degree of self-identity(Pre-service teacher who want to be teachers at the beginning of their practical teaching, but they don’t want to be teachers after their teaching practice.), common degree of self-identity(Pre-service teachers who can be a teacher or can not be a teacher, and it depends.), low degree of self-identity(Pre-service teacher who don’t want to be teachers at the beginning of their practical teaching, but they want to be teachers after their teaching practice.), and the lower degree of self-identity(Pre-service teacher who don’t want to be teachers all the time.).After researching, the thesis found that the emotion factors affecting teacher identity, mainly includes: The environment of the practical teaching school and the living conditions of pre-service teachers; the relationships with guide teachers,workmates and their partners in practical school; the relationship with students; thefeatures of pre-service teachers. The thesis also gives some suggestions about how to improve the pre-service teacher identity. First is to set up correct teaching concept.Next is to establish a positive emotional background. Besides, it is important to build motivation of emotion changes.