Research on the Identity Conversion in the Education Practice of Normal Students Majoring in Primary Education—Taking Liupanshui Normal University as an Example

Abstract

Educational practice is a part of putting the theoretical knowledge and practical ability into practice, and it is also an important part of training qualified teachers in normal colleges and universities and realizing professional connection. As the main object of pre-service training for primary school teachers, interns majoring in primary education have attracted much attention. Realizing the transformation from "intern" to "primary teacher" is the key to the quality evaluation of educational practice in primary education majors. In the process of internship, interns are faced with the dual challenges of teacher identity and university student identity. If they cannot successfully complete the identity conversion, they will fall into the predicament of dual identity contradictions, which will have a negative impact on the professional development of their teachers. Through the investigation, this study found that during the process of internship, the normal students of primary education majors have dual identity confusion, difficulty in role positioning, insufficient professional skills reserve, weak teaching efficacy, gradual slack in internship work, difficulty in identity construction, and intern theory. The predicament of improper connection between learning and teaching practice, and low sense of belonging in the practice school is due to the conflict of identity and positioning of normal students, the lack of professional skills of normal students, the high expectations of normal students' ideal career, and the theoretical knowledge in the training process of normal students. The low degree of fit between learning and practice, and the low degree of integration with the practice school make it a weak sense of belonging. Therefore, it is proposed that normal interns should focus on independent growth, improve and strengthen the professional skills training of normal students, properly adjust teachers' professional ideal expectations, promote the internship program according to the talent training plan, pay attention to practical curriculum training, and practice primary schools should strengthen the personalized guidance of normal students. Improvement strategies to enhance their sense of belonging to facilitate the completion of identity transition among primary education teacher trainees.