A Study Of The Double Tutorial System's Influence On English Student-teachers' Teaching Reflection Ability

It is widely accepted that teaching reflection ability is central to the teacher's professional ability.Meanwhile,teaching reflection is a significant way of teacher professional development.Teaching reflection means that the teacher constantly and systematically thinks about the rationale of what happened or is happening in the classroom in order to achieve promising teaching results.This kind of inquiry Thinking plays an important role on resolving teaching problems and improving teaching effect.Due to the superficial understanding of teaching problems and one-sided thinking towards other teaching phenomena,novice teachers experience hardship in developing teachers' professional competence.Therefore,student-teachers are expected to acquire better understanding of teaching reflection and have the awareness of reflection,furthermore,to learn to reflect in teaching practice.Internship in schools is the critical step for student-teachers to learn to reflect in practice.However,traditional teacher education either in the undergraduate level or in the graduate level has the deficiency of neglecting the teaching internship of student-teachers.In order to overcome the deficiency,the Double Tutorial System is carried out in teacher education.In the thesis,the changes in student-teachers' teaching reflection ability are regarded as the important index to evaluate the Double Tutorial System and the teacher quality.In order to explore the Double Tutorial System's influence on student-teachers' teaching reflection,the thesis poses the following questions:1.What influences does the Double Tutorial System have on student-teachers' teaching reflection contents and levels?2.What are the factors influencing their reflection?The study uses the Scholarship of Teaching and Learning theory(SoTL)as the theoretical framework,and takes reflective journals and semi-structure interview as the instruments.From reflective journals analysis,the changes in student-teachers' teaching reflection are captured.Influential factors are concluded by using the grounded theory to process the data collected by the interview.General conclusions are listed below:1.For the kinds of teaching reflection content,student-teachers gained the diversity of teaching reflection content.For the levels of teaching reflection,student-teachers raised the level of teaching reflection on most reflection contents.2.The influential factors of student-teachers' teaching reflection are divided into three categories: educational processes,personal characteristics and context.Personal characteristics and context pose influence through educational processes.The educational processes include observing classes,polishing classes and having trial classes.Personal characteristics include previous experiences and personalities.Context includes influential others,resources and time.Influential others include university tutors,school mentors and peers.