Micro-Certification Research On Educational Practice Ability Of Normal University Students

This study focuses on micro-certification of teacher training students' educational practice ability, sorting out relevant research results, firstly, using the Delphi method and validating factor analysis to construct a micro-competency index system for teacher training students' educational practice, and after conducting Delphi three times, the overall mean reached the very important to important level, and the indexes covered four first-level dimensions, nine second-level dimensions of teacher moral practice ability, teaching ability, nurturing ability, and development ability, totaling The validation factor analysis showed that the micro-competency index system had high reliability and validity and reasonable distribution of entries. Then, based on the 31 micro-competency dimensions, we constructed a standardized framework for teacher education practice micro-competency certification according to the micro-certification development framework of "Competency Center - Evidence Driven - Task Grasp", and designed a micro-certification operation model for teacher education practice competency. The practical results show that it can better meet the needs of teacher-training students' educational practice ability assessment and educational teaching ability improvement, and can support teacher-training students' professional learning and the cultivation of independent learning ability. Finally, the study concludes that: 1. the identified competency index system can comprehensively reflect the educational practice competency of practicing teacher educators; 2. the specification and operation model of teacher education practice competency certification based on micro-certification are scientific and feasible; 3. the micro-certification model of teacher education practice competency is simple and universal, and clearly defines the connotation and extension of teacher education practice competency. It allows teachers from different disciplinary and professional backgrounds to interpret the four dimensions to be developed, which can realize the sustainable development of teacher education practice competency.