Pre-service Teachers' Role Beliefs Of Teachers And Students And Their Influencing Factors

Teachers' and students' role beliefs refer to teachers' cognition,judgment and evaluation of teachers' and students' roles in the education system,and thus form a set of stable behavior patterns with cognitive,emotional,evaluation and action parts.Relevant research shows that teachers' belief in teacher-student role is an action guide for teachers' practice in the process of teacher-student interaction.Facing different educational situations,teachers' belief in teacher-student role will be expressed through different behaviors.Under the social background of promoting development through reform,educational forms have changed and teachers' role is constantly being endowed with new connotations.Pre-service teacher stage is an important period for accumulating rich experience,familiarizing with and adapting to professional characteristics and completing the transformation of professional role.In this study,238 pre-service teachers were selected as the research objects,and metaphorically,questionnaires and interviews were used to reveal the current situation of teachers' and students' role beliefs and the related factors affecting the development of teachers' and students' role beliefs.With reference to Domovi C's research,teachers' role beliefs are divided into Behavioural Orientation,Protective Orientation,Facilitating Orientation and Self-centred Orientation.Based on the students' view in the new curriculum reform,the orientation of students' beliefs is divided into those that conform to the new curriculum reform idea and those that do not conform to the new curriculum reform idea.Firstly,the orientation of pre-service teachers' role belief metaphors is divided to grasp the current situation of pre-service teachers' role belief between teachers and students;Secondly,from the three dimensions of classroom teaching,class management and school life,with the help of SPSS quantitative analysis tool,this paper analyzes whether there are differences in teachers' and students' role beliefs among pre-service teachers of different genders,grades and subjects to be taught;Thirdly,use Nvivo12 qualitative analysis tool to encode the interview text at three levels,and deeply analyze the relevant influencing factors of the development of teachers' and students' role beliefs before service;Finally,based on the research conclusion,the author thinks about how to promote the sustainable development of teachers' and students' role beliefs.It is found that under the dimensions of classroom teaching,class management and school life,pre-service teachers with different backgrounds(gender,age and subject to be taught)have differences in teacher-student role beliefs,and this background difference has also become the background for the development of pre-service teachers' teacher-student role beliefs.In the process of pre-service teachers' growth,important others(interactive important others,idol important others)and key events(explicit key events,implicit key events)are important factors affecting their teachers' and students' role beliefs,which are subtle and come from pre-service teachers' conscious or unconscious imitation and internalization;The influence of teacher education(teacher education curriculum,teacher education practice)on the development of teachers' and students' role beliefs is explicit and systematic,accompanied by the "pain" and "growth" of pre-service teachers' cognition.According to the research results,we suggest that pre-service teachers should have a sense of "narrative",improve their self-reflection ability,and constantly revise and adjust their role beliefs.Teachers' education should focus on the cultivation of role beliefs and pay more attention to the silent role beliefs of pre-service teachers.Public opinion should increase the publicity of role values and guide the society to reasonably expect the roles of teachers and students.