Research On The Influence Of Teacher Education On Pre-service Teachers' Beliefs About Learning To Teach

Beliefs about learning to teach is an important part of the teacher's belief system.It is based on the teacher or pre-service teacher's own learning,and the relevant beliefs for self-learning.Pre-service teachers are the main body of learning to teach.The beliefs about learning to teach not only affects the quality of their own learning,but also closely relates to the quality of teachers' education and the quality of future teachers.Understanding the types of beliefs about learning to teach held by pre-service teachers and the influence of teacher education on them can not only clarify the attitude of pre-service teacher's learning,but also communicate the “teaching” and “learning” in the process of teacher education,and give full play to the positive role of teacher education to help pre-service teachers establish good beliefs about learning to teach.The study use the "professionalization" of teachers as the entry point for pre-service teacher's beliefs about learning to teach,and Dividing the beliefs about learning to teach of pre-service teachers into two types: technical rationality and reflective practicality.It divides the teaching beliefs of pre-service teachers into two types: technical rationality and reflective practicality.Moreover,using metacognitive knowledge as a framework,the three dimensions of individual variables(learning goals),task variables(learning content)and strategy variables(learning methods)are used as reference.Investigate the pre-service teachers' beliefs about learning to teach and the influence of teacher education on the beliefs of pre-service teachers in different grades.In the research process,the research method of combining questionnaire method and interview method is adopted to compile questionnaire and interview outline.Taking 717 pre-service teachers in D university as the research object,this paper studies the beliefs about learning to teach of pre-service teachers,the content of teacher education curriculum and the influence of teacher educators,so as to understand the beliefs about learning to teach of pre-service teachers and provide the corresponding basis and support for improving the beliefs about learning to teach of pre-service teachers.Research findings:1.Overall,the current pre-service teachers' beliefs about learning to teach have a certain tendency of reflective practice,but the degree of reflective practice tendency is not high,and there are some internal differences.Among them,the reflective practice tendency of the beliefs about learning to teach on individual variables(learning objectives)is significantly higher than task variables(learning content)and strategy variables(learning methods).2.There are significant differences in learning and teaching beliefs among pre-service teachers of different grades.From the first year to the third year,the reflective practice tendency of pre-service teachers' beliefs about learning to teach has been strengthened with the deepening of teacher education.From junior year to senior year,the reflective practice tendency of pre-service teachers' beliefs about learning to teach has declined to a certain extent on the original basis.3.For pre-service teachers,teacher educators have a more significant influence on the beliefs' about learning to teach than the teacher education curriculum.4.the curriculum and it educators with strong applicability and pedagogical characteristics have more prominent effect on pre-service teachers' beliefs about learning to teach.5.Theoretical learning can promote the reflective practical tendency of pre-service teachers' beliefs about learning to teach,while the "reality shock" brought by educational practice has an inhibitory effect on the reflective practice tendency of beliefs about learning to teach.