职前教师实践性知识的发展.docx

My own feelings on Pre-service teacher leaning
Abstract:
Teachers are one of the subjects of educational course, and an important element that influences the educational course, result and the curriculum reform. Teacher education involves pre-service education and on-the-job education, and the former is considered as the foundation and prerequisite. The paper is about my own understanding and feelings on pre-service teacher learning through reading and analyzing some literatures. In the end of this paper, it gives the conclusion on my current teaching stage and the components of my shortage of teaching ability, which can facility the development of my teaching profession.
Key words:
Pre-service teacher, Teachers’ professional development, Teachers' professional skills

1. The concept of pre-service teacher:
Pre-service teacher, who is relative to post-service or in-service teacher and mainly exists in teacher-training college is named as education student and includes teacher candidates who graduating from other university, have passed the teachers' qualification test.

2. Some famous theory on teachers ‘professional
Pre-service teacher remains the initial stage of the teachers' professional development. The study on the teachers’ professional theory is of great significance to understand the characters of pre-service teachers’ professional development.
Fuller’s theory of teachers teaching concerned stage divides teachers' professional development into the four stages of concern--------pre-teaching concerns, early concerns about survival, teaching situations concerns, and concerns about students. For the first stage of concern, pre-service teacher in the normal school plays the role of student and just has the imagination on the role of teacher in their future. Besides they have less teaching experience, and only pay attention to themselves. They also have no sympathy for in-service teacher. Moreover Fessler’s cyclical theory of teaching career divides teachers' professional development into eight stages-------pre-service, induction, competency building, enthusiastic and growing, career frustration, stable and stagnant, career wind down, career exit.
In 1970s, Katz, a researcher in America, adopted the method of questionnaire and interview to study pre-service teacher’s cultivation and development. She divided teaching development into four stages-------- survival, consolidation, renewal, maturity.
In addition to, in the end of 1970s, Burden and other researchers argued that teaching development has three stages including survival stage, adjustment stage, and mature stage.
In conclusion, it is a procedure to develop the teachers’ profession. Pre-service teacher is on the stage of beginning. As a pre-service teacher, you should first deeply understand the teaching ability to facilities the teachers’ professional development. The teachers’ professional development is the procedure of forming and improving teachers' professional skills.

3. The categories of teachers’ professional skills
Teachers' professional skill is one of the standards of teachers’ profession. Teachers' professional skill is a conscious action which aims to achieve a certain purpose with their own professional knowledge under the guidance of certain educational idea. It takes the specific teaching behavior that a teacher uses the knowledge of teaching and learning and the experience in order to promote students' learning and to realize the teaching goal. From the point of view of the whole teaching system, teachers' professional skill is a series of specific teaching behavior that teachers directly display when they face teaching situation. Teachers' professional skills can be roughly divided into three categories:
1) Teaching design skills
They include teaching outline design, preparation of teaching purpose, analyzing and processing teaching materials, understanding the students’ situation, determining the teaching strategy, choosing teaching media, designing assignment and accessing students ‘leaning, writing teaching plan.
2) Classroom teaching skills:
They include lead-in skills, teaching language, teaching, questioning, blackboard writing, presentation and experiment, learning skills, instruction of study methodology, teaching control, classroom management, ending skills, etc.
3) Teaching evaluation skills:
Excepting for mastering the basic principle of teaching evaluation, you should grasp the main methods of teaching evaluation -- - test method, organization and implementation of teaching evaluation.

4. The summary of teachers’ professional skills
Most of these teachers' professional skills have features of the certainty of function, perceptibility, operability, and measurability, etc. Institutions of higher learning play a heavy role of training pre-service teachers' professional skills which to be realized mainly through systematic professional knowledge and skills (developing course),structuration(structuring into professional courses’ plan), legitimation (the process of getting through course and lesson plans confirmation) and inheritance (teaching the college students).A mature professional skill system of scientific knowledge has already been generally combined into degree courses of the university. After completing these courses, graduates should become the associate professionals in the field.
Teachers' professional skills are the intermediate link to turn into the teaching practice from the teaching theory they have mastered, and of the very vital signification for teachers to improve the teaching quality, to complete the teaching task, and to enhance the teaching ability. However, for a long time, the pre-service teachers' professional skills are limited to the field of course in a reality form, which leads to the lack of learning practice of students' professional skills. So it is difficult to generate practical knowledge. And learning and training teachers' professional skills is limited to the extent of the simple imitation. Therefore, in order to enrich pre-service teachers' practical knowledge, meet the needs of the teachers' professional growth; it is quite urgent to expend the domain and the pathway of learning and training teachers' professional skills

5. The approaches to acquire teaching professional skills
College students can adopt many different methods to acquire teaching professional skills. First, institution of higher learning should add the course categories and the number of class houses to strength the power of cultivation of teaching professional skills. Second, for students’ teaching professional skills, the classroom teaching model is a very effective means of highlighting. Teacher plays a critical role in curriculum implementation. Students are subtly influenced by teacher ‘demonstration. Last, students' education trainees should be fully engaged in inspecting and learning from on-the-job teachers’ teaching activities and practice their teaching skill in the classroom of primary and secondary schools. In the meantime, teaching practice is the way of learning teacher's professional skills.
Apart from these methods which have been mentioned above, we have many approaches to promote teaching professional skills such as analyzing famous works on education, using the learning stage of virtual teaching, etc. The education on pre-service in college should use a combination of means to improve the teaching effect Meanwhile, a pre-service teacher must make great efforts by themselves on promote their teaching skills.

6. The conclusion on my own pre-service teacher learning
As a pre-service teacher, I have much knowledge of both teaching theory and teaching practice to master and train. even I have completed the pre-service leaning course, my current teaching level is still on the elementary stage that I only learn some basic teaching theory, but still is short of teachers ‘professional skills such as teaching design skills, classroom teaching skills and teaching evaluation skills, etc. Therefore, I should persist in unceasing study on the teaching skills through more practicing and reading.

References:
[1] 王小奎. 职前教师专业技能学习与培养[J].乐山师范学院学报,2005,20(11):59-61.
[2] 刘捷. 专业化:挑战 21 世纪的教师[M]. 北京:教育科学出版社, 2002. 62.
[3] 朴雪涛. 教师工作专业化:理念与行动[J]. 高等教育研究, 2001, (7).
[4] 单新梅. 对信息化背景下职前教师教育的思考[J].科技信息：185
[5] 王林发.实践性学习:职前教师专业发展的新视角[J].长江大学学报，2012,35(3).
[6] 冯大鸣.澳大利亚教师专业发展研究新进展[J]. 教育研究 ,2008(5).
[7] Bardovi-Harlig,K.,&B.Hartford(eds.)(1997).Beyond methods: Components of second Language teacher education. NewYork:MeGraw-Hill.
[8] Borko, H.(2004).Professional development and teacher learning: Mapping the terrain.Educational Researcher,33(8),1-14.
[9] Feng Dan. The Development of Novice English Teachers’ Practical Knowledge: A Case Study of Two Novices in Nanchong NO.1 Middle School[D]. Chongqing. Southwest University.2011.
[10]Mary R. Sudzina: Case study applications for teacher education: cases of teaching and learning in content areas, Boston: Allyn and Baeon1999.