Abstract：Nowadays, with the rapid development of society, we live in a world which is bursting with knowledge. Certainly, there is a larger amount of people than ever before who pay more and more attention to education, especially for teaching and the organizer of teaching -- teachers, as a result the teachers’ professional knowledge, skills, ability and quality are becoming more and more essential for a qualified teacher. That’s why there are so many research papers and books to study almost every aspect of being a teacher, such as their classroom management, the way they ask questions and their teaching efficacy and so on. However, there are few related research papers to study the early previous life of a teacher, specifically, as a student in normal universities or colleges. As for normal students, the future teachers with professional training and practicing, they play a crucial part in the future education in China and deserve to be paid as much attention as teachers. This is the reason why I choose this subject as a start. The main focus of the study is the developmental features of student teachers’ self-identity during their practicum by . The purpose of the study is to find out what are the developmental features of student teachers’ self-identity during their practicum from Sichuan Normal University and make them have a better understanding to the job of being a teacher and to themselves. Besides, it can provide some evidence for normal universities on how to arrange teaching-practice course and how to get balanced between teaching methodology and teaching practice for normal students. Mainly through questionnaire and assistantly with personal interview to study, as a result, most normal students in Sichuan Normal University have a high and clear self-identity during their practicum. However, there are some differences result from different gender, different types and different length of internship.

Key words: student teacher self-identity practicum 

Contents

Abstract

摘要

1. Introduction-5

1.1 Research Background-5

1.2 Significance of the Study-6

1.3 Structure of the Study-7

2. Literature Review-8

2.1 Introduction of student teachers' self identity-8

2.2 Introduction of related empirical studies home and abroad-12

3. Methodology-16

3.1 Research questions-16

3.2 Participants-16

3.3 Research methods-17

3.4 Methods of data analysis-17

4. Findings and discussion-18

4.1 Overall characterictics of student teachers' self-identity-18

4.2 Analysis based on different gender-19

4.3 Analysis based on types of internship-22

4.4 Analysis based on time-23

4.5 Discussion-25

5. Conclusion-26

5.1 Implications-26

5.2 Limitations-27

5.3 Suggestions for future research-27

Appendix-28

Bibliography-29

Acknowledgements-33