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A Study of Teaching Practice Experience and Professional Identity of Pre-service Teachers: Take a University in Mainland China for Example
teaching practice experience
The purpose of this study was to explore the teaching practice experience and professional identity of pre-service teachers in mainland China. The purposes of the study were: (1) To investigate the teaching experience and professional identity of pre-service teachers nowadays; (2) To explore the differences of pre-service teachers' professional identity under different background variables; (3) To analyze the difference and predictive power of the influence of educational practice and volunteer teaching on the professional identity of pre-service teachers. In the study, the survey method was adopted. Taking a university in mainland China as an example, convenience sampling was adopted, and data analysis through descriptive statistical analysis, independent sample t test, ANOVA and multiple regression analyses. The results of this study were as follows: 1. The professional identity and teaching practice experience of pre-service teachers were all higher than the benchmark scores. 2. The degree of professional identity of pre-teachers in teacher-oriented majors was better than that of non-teacher-oriented majors. 3. There were some differences in the dimensions of pre-service teacher's professional identity among Chinese, English, politics and science subjects. 4. Pre-service teachers who applied for the teacher qualification certificate for their own passion and recognition of teachers' status had higher professional identity, while those who applied for the teacher qualification certificate for reasons such as peers, family, more career options and uncertainty had lower professional identity. 5. The overall professional identity, professional value and professional will of pre-service teachers who participated in educational practice and volunteer teaching were better than those who did not. 6. Both educational practice and volunteer teaching had positive predictive power for pre-service teachers' professional identity, and the predictive power of volunteer teaching is higher than that of educational practice. For specific dimensions of educational practice, two dimensions of teaching preparation, attitude and behavior of pre-service teachers, teaching reflection and external support have significant positive predictive power for professional identity. The results of the study had some implications for the design and arrangement of teaching practice links of teacher training, which can provide improvement suggestions for the implementation of teacher training in universities and primary and secondary schools, and help pre-service teachers had clearer goals for their career planning and participate in teaching practice more actively.
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