Research On Reflection-Oriented Internship Guidance Strategies For Information Technology Pre-service Teachers

The improvement of reflection capability is an important aspect of teachers’ professional development.Information technology pre-service teachers forms an important force in promoting the informatization of primary and secondary schools in the future,and the improvement of their reflection capability is crucial for them to become high-quality information technology teachers.Education internship is a critical period for interns to initially understand the real instruction environment and accumulate "first-hand experience" about teaching and learning.During the internship,the tutor is the most important person who influences the development of the intern’s reflection and instruction capability by providing theoretical support and practical guidance for the pre-service teachers.The investigation and analysis of education internship in this study shows that there are problems of low reflection capability,which is manifested in the lack of reflective awareness,incomplete reflective process,insufficient reflective motivation,and skin shallow reflective content.In order to promote the development of reflection capability of information technology pre-service teachers,this study is based on the theory of Community of Practice,Reflective Teaching theory,the Zone of Proximal Development theory and metacognitive theory,and summarizes the principles of practice guidance strategies including subjective principle,progressive principle,dynamic principle,instructive principles and individualized guiding principles,combined with the constituent elements of the education internship community,the connotation and performance of the development of reflection capability,to construct a reflective-oriented information technology pre-service teacher guidance strategy model for internship,based on which,we put forward the strategy of expanding the breadth of reflection for the early stage of education internship,the strategy of extending the depth of reflection for the mediumterm of education internship,and the strategy of improving the transformation degree of educational research in the later stage of education internship.These strategies are implemented for two rounds in the education internship process of S University’s Educational Technology major interns.Through text analysis and statistical analysis on the data of interns’ reflection diaries and reports at various stages,on the procedural text resources generated by the internship platform,it is found that the breadth and depth of information technology pre-service teachers’ reflection under the guidance of the strategies have been significantly improved,and the transformation degree of "reflection-practice" has been promoted.The results of strategy implementation show that in the early stage of education internship,the timely feedback and assistance from tutors in colleges or universities can effectively enhance the interns’ reflective motivation.The diversified reflection tools can effectively help interns notice useful experiences and improve the breadth of reflection.In the medium-term of the education internship,guiding the interns to focus on their own problems and providing relevant suggestions in theory and teaching practice can help the interns reconstruct the teaching experience and enhance the depth of reflection.In the later stage of the education internship and the period after the end of the internship,the help from tutors in colleges and universities on sorting out the problems in the teaching practice via seminars,comments,community task review and feedback,could develop the interns’ habit of reflection,and improve the degree of“reflection-practice” transformation.In conclusion,the study can enrich the teacher education theory in the new era under the information technology environment,and provide the reference for cultivating high-quality information technology teachers.