A Study On Student Teachers’ Academic Emotions And Regulating Strategies

In 2022,the Ministry of Education and eight other departments jointly issued the "New Era Basic Education Strong Teacher Plan",which stated: "We should take high-level normal universities as the lead,strengthen the construction of teacher education system,cultivate innovative talents as the goal,and improve the level of teacher training." As the main force of future teachers,student teachers’ professional learning process will have a profound impact on their long-term education career after teaching.However,current research on this group is still far from sufficient,especially in terms of academic emotions among student teachers.Student teachers’ academic emotions refer to the emotions generated and experienced by student teachers during their professional learning process.Academic emotions run through the entire process of student teachers’ professional learning and life.By conducting research on academic emotions,we can understand the basic learning status and professional learning problems of student teachers,explore the current status and transformation patterns of academic emotions among student teachers,and provide corresponding support strategies.This has important practical significance for improving the professional learning ability of student teachers and establishing a sound mechanism for student teacher education.This study first adopts a literature analysis method to systematically review the connotation,dimensions,and influencing factors of academic emotions,and elaborates on the conceptual definition and theoretical basis of this study.Secondly,through quantitative and qualitative research,this study first analyzes the current situation,influencing factors,and academic emotional experiences of student teachers,and then delves into the difficulties faced by student teachers’ academic emotions.Finally,it provides strategic references for the regulation and maintenance of student teachers’ academic emotions.The research is based on the two factor model of emotions and the control value theory to classify the academic emotions of student teachers,deconstructing them from four overall dimensions: positive high arousal,positive low arousal,negative high arousal,and negative low arousal,and ten sub dimensions: academic interest,happiness,hope,pride,relaxation,shame,anxiety,anger,hope,and boredom.Through analyzing the results of 1407 questionnaires collected,it was found that:(1)Student teachers have a higher overall level of positive academic emotions,but there is also a phenomenon of higher scores of negative academic emotions compared to general college students,and there are significant individual differences in negative academic levels and group fluctuations.(2)According to the results of differential analysis,there are significant differences in academic emotions among student teachers in terms of grade,gender,academic stage,source location,whether they are only children,whether they are public funded or targeted student teachers,whether their first choice for the college entrance examination is a normal school major,the reasons for pursuing a normal school major,academic performance ranking,whether they have participated in educational internships or internships,and whether they want to engage in educational work after graduation.(3)Based on the results of correlation and regression analysis,analyze the internal and external factors of academic emotions among student teachers.Student teachers will experience various emotions in professional learning situations.By conducting semi-structured interviews with 25 student teachers,supplemented by online and offline classroom observations,we learned about the academic emotional experiences and transformation patterns of student teachers in both theoretical and practical learning scenarios,including positive,negative,positive,and negative transition patterns.At the same time,it was found that student teachers face academic and emotional difficulties in the besieged areas of orientation and non orientation,non normal school teacher education majors,superficial learning models,coexisting internship setbacks and achievements,and insufficient self-regulation ability of normal school students.Based on the above analysis results,this paper proposes adjustment strategies for academic emotions of student teachers from four aspects: student teachers themselves,teacher educators,families,and universities: student teachers themselves jump out of the vortex of negative emotions and enhance their independent academic buoyancy;Teachers and educators play a supportive role in paying attention to the academic emotional experiences of student teachers;Building a strong family support and building a bridge of family school cooperation;Colleges and universities should create a good education ecosystem to assist student teachers in their comprehensive growth.