A Study On MED Students' Development Of Teaching Reflection During Educational Practicum

Teaching reflection appeals to more and more researchers'attention in the teaching field since the 1980s.It has become one of the hot topics at home and abroad.Teaching reflection is an effective way to improve teachers' overall quality and promote teachers'professional development.Therefore,more and more teachers begin to pay attention to teaching reflection.As for MED students,teaching practicum is a key period to connect their learning with their future work and it also plays an important role in the process of their professional growth and development.So,during teaching practicum,the cultivation of pre-service teachers' awareness and ability of teaching reflection should be carried out.This thesis mainly studies High School pre-service English teachers' teaching reflection during teaching practicum.This thesis makes an attempt to seek answers of these two research questions:How do the pre-service English teachers' levels of teaching reflection develop during teaching practicum?What are the factors influencing the development of their teaching reflection?Based on these two research questions,this study adopts case study as the research method.The research subjects are five English MED students from a certain normal university under the direct supervision of Ministry of Education.Under the guidance of constructivism and reflective levels classified by Van Manen,this study analyzes the development of these pre-service English teachers' teaching reflection levels and the influencing factors on their development.The results illustrate that all these five pre-service teachers' teaching reflection levels are mainly at technical level at the beginning of teaching practicum.Through further practice in teaching practicum,all of them have made progress to different degree.At the later stage of teaching practicum,all of them could reach the second level-practical level.And a some part of them could reach the critical level.As for the factors that affect pre-service English teachers'teaching reflection,external and internal factors both have an impact.The external factors include three aspects.One is mentors' guidance and management which is the common factor among these participants.The second one is peer feedback and interaction.The third one is students' performance.While the internal factors contain four major aspects.The first one is pre-service English teachers' personal attitude.All of them have a positive attitude towards teaching reflection.The second one is theoretical knowledge in teaching reflection.Two of these participants don't have enough theoretical knowledge in this aspect which impedes their process of making teaching reflection.The third one is previous teaching and learning experience which influences their expectation of this teaching practice and the way of reflecting on teaching issues.The last one is the ability of time management.If you cannot manage your time well or allocate your time reasonably,it would result in having little time to do practical teaching reflection.Finally,according to the analysis above,the author presents some suggestions and implications in fostering pre-service English teachers' teaching reflective ability.In a word,the author attempts to provide some valuable references for the cultivation of pre-service teachers' teaching reflective ability.