A Case Study on the Investigation on Working Practice Teaching of Normal College Students

Lilai HE

Abstract


The working practice teaching projects are an effective way of training the professional teachers, and are helpful to promote teachers professional development. The working practice teaching projects started in Anqing Normal University in 2008. Up to now，the college has selected 3,781 students to participate in the working practice teaching projects. Using sampling method, by email or face-to-face questionnaire survey method, 500 students were selected to investigate the situation on participating in teaching in elementary and middle schools. The findings show that (a) students participating in the working practice teaching gradually set up the education belief and has made sustainable development; (b) teaching attitude and action of university teachers have a great influence on the students’ teaching attitude and action; (c) these students has deepened the understanding of profession and experience about teacher，and raised their teaching competencies; (d) how do students participating in the working practice teaching teach proficiency by some teaching method，teaching of emergency treatment, and so on？


Keywords


Working practice teaching projects; Teaching competency; Teachers’ professional development

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References


Li, S. D. (2007). Working practice teaching: A good mode of serving new country. China Higher Education, 25(10), 36-38.

Liu, Y. W., & Yin, L.-J. (2010). The important link of enhancing the normal teachers’ practice teaching—The investigation and analysis for “in-post teaching” of Hebei normal university. Curriculum, Teaching Material and Method, 30(12), 94-99.

Ren, L. C. (2009). The reform of teacher education—“In-post teaching practice” mode (p.18). Master Thesis of Shanxi Normal University.

Zhang, S. Q., & Suo, S. Y. (2010). Investigation and countermeasures on teaching reflection of career-oriented student teachers. Journal of Xinzhou Teachers University, 26(1), 7-10.




DOI: http://dx.doi.org/10.3968/%25x

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