Promoting Pre-Service Teachers’ Professional Socialization Through Field Experiences: A Multiple-Case Study in Chinese Normal Universities

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Abstract

Promoting the socialization of pre-service teachers is a core goal of teacher education. In China, teacher education institutions treat internships as formal courses and actively build teacher education communities with primary and secondary schools. This study uses a qualitative multi-case approach based on teacher socialization theory to analyze interviews with 12 pre-service teachers and university course policies. The findings show that institutions have adopted various strategies across the three stages of socialization—cultural adaptation, professional socialization, and organizational socialization—that support the development of practical knowledge and the formation of professional commitment and identity. The study provides insights for improving global teacher preparation.

Author

• Wenxin Gao, East China Normal University