The Influence Of Practicum On Professional Identity Of Pre-service Teachers Majoring In Special Education

Teachers' professional identity is a kind of positive attitude of individual teachers related to their profession.Improving the level of teachers' professional identity is of great significance to stimulate the initiative and enthusiasm of pre-service teacher to join the teachers' team.As a reserve force for future special education teachers,the professional identity of pre-service teachers majoring in special education is related to the construction of special education teachers and the quality of education.As an important part of normal education,practicum affects teachers' professional identity of pre-service teachers majoring in special education.In this study,questionnaires and interviews were used before and after practicum,in order to investigate the professional identity of pre-service teachers majoring in special education of grade 2015 in a university.The research is carried out from three dimensions: mission and confidence to be a teacher,professional efficacy and professional reputation.The conclusions are as follows:(1)professional identity of pre-service teachers majoring in special education is at the middle level,and it has been significantly improved after practicum,mainly in the dimension of professional efficacy,but there is no significant difference in the dimension of mission and confidence to be a teacher;professional reputation;(2)professional identity of pre-service teachers majoring in special education fluctuates and rises in the process of practicum;(3)There are significant differences in the types of pre-service teachers in teachers' professional identity,and there are no significant differences in gender,origin and whether exposed to the teacher profession;(4)There are significant differences in practice schools,class sizes and teaching frequencies,but there are no significant differences in practice methods and grades.;(5)Practicum has a great impact on pre-service teachers who have the following characteristics: female;non-free normal students;rural students;no one of parents or friends engaged in the teaching profession.After practicum,the professional identity of these pre-serviceteachers has been significantly improved.(6)Teachers' professional identity of pre-service teachers majoring in special education is influenced by individual factors,school factors and social environment factors,social environment factors have the least impact;school factors have the greatest impact,and internship teachers play an important role in school factors.Based on the above conclusions,some suggestions are put forward to improve the practice work.