Research On The Identity Of Cooperating Teacher

Teaching practice is an important process for pre-service teachers to combine educational theory and subject content with educational practice.In this process,individuals have completed the transformation from pre-service teachers to professional educators,and cooperating teachers play a key role in helping to achieve this transformation.At present,there are still many problems in teacher education in China.For example,there is a great deal of randomness in the guidance of cooperating teachers.The main reason is that the identity of cooperating teacher is not strong.In teaching practice,the identity of cooperating teachers as teacher educators affects how they guide pre-service teachers,and thus directly affects the quality of teacher education.In teaching practice,the value of the identity of cooperating teachers to the professional development of themselves can be summarized as follows: promoting the internalization of personal education concept,promoting the growth of teaching academic knowledge,promoting the equal development of scientific research and teaching ability;the value of the identity of cooperating teachers to pre-service teachers can be summarized as: promoting the socialization of the pre-service teachers,promoting the professional development of the pre-service teachers,helping the pre-service teachers to construct their own teaching style.The author defines the identity of the cooperating teachers as "who am I" and "what I want to do","who am I" refers to the role or identity that the cooperating teachers should play in the progress of teaching practice,"what I want to do" refers to all the work that the cooperating teachers should undertake.Through reading and summarizing the literature,the author finds that there are six stages in the development of the identity of foreign cooperating teachers,anticipation/excitement,confusion/clarity,on-stage/backstage,letting go/hanging on,co-teacher/solo teacher,loss/relief.The description of the stages can help the cooperating teachers to better understand their identity,and help them with the complexities and dilemmas they face when working with the pre-service teachers.The process of identity construction will be influenced by external and internal factors,external factors including school atmosphere,teacher education culture,internal factors including self-efficacy,role clarity,group identity and the view of cooperation with universities.Then,the author summarizes the construction path of the identity of foreign cooperating teachers.This paper is mainly based on the United States,which has two paths: self-study and the establishment of a cooperative community.This paper selects the cooperating teachers training project of Arizona State University in the United States,and analyzes how the training project promotes the construction of the identity of cooperating teachers.Finally,based on the status quo and problems of the identity of cooperating teachers in China,the author puts forward four suggestions for the construction of the identity of cooperating teachers,namely,to build a harmonious teacher education culture,to build a cooperative community between colleges and primary and secondary schools,to increase the training of cooperating teachers,and to encourage the self-study of cooperating teachers.