Research On The Influence Of Teacher Education Curriculum On Pre-Service Teachers’ Development-Improvement Competence

Pre-service teacher education is not only the beginning of a teacher’s career,but also related to every teacher’s lifelong learning and professional development.In order to achieve the goal of lifelong learning and development,teachers need to receive systematic and complete teacher education in the pre-service education stage,so as to have the "development and improvement" literacy of reflection and development,research and continuous improvement,self-adjustment and planning.At this critical stage,teacher education curriculum plays an important role in the formation of pre-service teachers’ literacy.Then,how does the teacher education curriculum affect the "development and improvement" literacy of pre-service teachers? Which course,theoretical course or practical course,has a greater influence on the literacy of "development and improvement" ? How do the teaching contents,teaching methods and assessment methods of teacher education courses affect the formation of "development and improvement" literacy of normal students? Based on the research questions,this study attempts to understand the current situation of normal students’ "development and improvement" literacy,and further explore the influence of teacher education courses on pre-service teachers’ "development and improvement" literacy.In order to achieve the research goal,this study adopts the form of questionnaire and interview to conduct questionnaire survey and interview research on the 2023 undergraduate normal students of D University.Questionnaires were investigated online by asking test stars.A total of 212 questionnaires were collected,of which 212 were valid,and the data were analyzed by SPSS 26.Six interviewees were selected from the questionnaire survey.Based on the comprehensive data analysis and interview results,the following conclusions are drawn:(1)The pre-service teachers’ "development and improvement" literacy is unbalanced:the overall status of "reflective development" literacy is good,and practical actions are lacking;"Research to improve literacy" emphasizes theoretical learning,and its research ability is weak.The theory of "self-regulation" literacy is out of touch with practice,and practical courses have obvious influence on it.(2)In teacher education courses,theoretical courses and practical courses play different roles.Normal students think that educational practice,educational probation,professional courses and teaching courses contribute more to "development and improvement" literacy,while microteaching,educational probation,general educational theory courses and general education courses contribute less to "development and improvement" literacy.(3)The teacher education curriculum has a positive impact on the pre-service teachers’ "development and improvement" literacy.The teaching content is rich,but there is a lack of specialized knowledge that points to the teachers’ "development and improvement" literacy.The teaching methods are relatively simple and the evaluation methods are diversified.Based on the above research conclusions,this paper puts forward some suggestions on how to optimize the implementation of teacher education curriculum to promote the formation of "development and improvement" literacy of normal students: First,attach importance to the cultivation of pre-service teachers’ development and improvement literacy.Second,pay attention to the different roles of theoretical courses and practical courses.Third,improve the quality of teacher education courses in all directions.Finally,the research is summarized and the future prospect is put forward.