| As a result of the epidemic,the field of professional practice for pre-service teachers of international Chinese language education has gradually expanded from overseas internship bases to primary and secondary schools in China,which has broadened the future field of practice for pre-service teachers of international Chinese language education and has also placed higher demands on their own professional abilities.However,in the face of opportunities and challenges,the inability to bring their professional strengths into play has become the biggest problem for pre-service teachers of international Chinese language education in their search for employment.For this reason,they often use reflection to integrate knowledge from different subject areas in order to develop their professional competence and thus enhance their competitiveness.However,due to their limited knowledge of reflection and the incomplete development of their reflective competence,pre-service teachers of international Chinese language education do not have the appropriate reflective skills,mainly in the form of low reflective knowledge and lack of reflective skills.At the same time,the existing studies have often neglected the implicit nature of reflection as a metacognitive activity and the continuity and dynamism of reflection as a competence development,thus failing to provide an in-depth analysis of the factors affecting the development of reflection competence and to propose more operational suggestions for the long-term development of reflection competence of pre-service teachers in international Chinese education.Therefore,this study has both practical and theoretical implications.Taking pre-service teacher A of Chinese international education as the research object,this paper uses a combination of documentary research,interview,narrative research and case study methods to divide the development of his reflective competence into three stages,namely the pre-placement stage,the placement stage and the post-placement stage.The three questions were "What are the characteristics of Teacher A’s reflection,what are the characteristics of his reflective competence and what are the main factors affecting his reflective skills at the different stages",and a narrative analysis was conducted on teacher A’s reflective competence at different stages in terms of her motivation,reflective knowledge literacy(including reflective content,reflective levels,reflective methods and reflective tools),and effectiveness of reflection.The study then analysed the main factors affecting the development of teachers’ reflective competence at different stages and made more practical suggestions for the development of teachers’ reflective competence at both the individual teacher and training unit levels.The study found that:(1)Teacher A’s reflection included five characteristics: strong motivation for reflection,convergence in the content of reflection at different stages,the concentration of reflection at the technical-rational level,predominantly self-reflection method and low effectiveness of reflection.(2)The development of Teacher A’s reflective competence at different stages has been in a dynamic state of flux,and has been uneven and focused at different latitudes of reflection.(3)Good personality provided favourable conditions for the development of teacher A’s reflective competence at different stages,while teacher moral values,reflective habits,teachers in the pre-practicum stage and the training unit’s approach to the development of reflective competence all played a role in either facilitating or inhibiting the development of teacher A’s reflective competence at the pre-practicum stage,while clear professional intentions,teacher love and professional practice were the main reasons for the further development of teacher A’s reflective competence at the pre-practicum stage.In addition,teacher A’s strong will to teach was the main reason for her continued reflection in the post-practicum stage,which to some extent inhibited her reflection from fading.Based on the above analysis,this paper proposes stages for the development of reflective competence of pre-service teachers in international Chinese language education from the perspectives of both individual pre-service teachers and training units.Firstly,in the pre-practicum stage,pre-service teachers should try to clarify their professional aspirations,so as to stimulate and strengthen their motivation for reflection,and at the same time,they should constantly enhance their awareness of reflection,enrich and practise the knowledge related to reflection,and reconstruct their knowledge and experience in the contradiction between known and new knowledge;in the internship stage,pre-service teachers should insist on continuing their reflective practice with teacher ethics and love,and to use and make good use of reflective tools to achieve the independent development of reflective skills;in the post-practicum stage,pre-service teachers should insist on continuing their reflective practice with teacher ethics and love,and to use and make good use of reflective tools to achieve the independent development of reflective competence.In the post-practicum stage,pre-service teachers should summarise the results of their reflective practice to support their learning and work in the present.In the post-practicum stage,pre-service teachers should summarise the results of their reflective practice to support their learning and work in the present.Secondly,the training unit should pay attention to the importance of the development of pre-service teachers’ reflective practice and actively improve the ways and means of developing their reflective practice in the pre-practicum stage,as well as the ways of monitoring and guiding pre-service teachers’ reflective practice in the post-practicum stage. |
