Teacher’s self-concept is developed from inner and it is gradually formed and developed. However, the practicum is an important link between pre-service education and post-service practice. In order to realize the integration of pre-service and post-service education, this study focused on the Complex Dynamic System Theory, which is an important theory to research teacher’s recognition, to analyze how the self-concept is changed during the practicum. “Intervention”, as a core concept of the theory, will influence pre-service teacher’s concepts. This study was expected to be carried out in a middle school in Jiaozuo. A case study was needed in this research for six months and one participant was invited, who had finished the related courses without teaching experience. She was willing to write diaries and loves teaching. 30 diaries and one internship summary of a pre-service teacher were conducted and analyzed by the means of the grounded theory method. Besides, the pre-service teacher was interviewed as a supplement, which could provide the study with more details about the internship. Summing up and recording was also crucial if necessary. According to this study, it is suggested that the pre-service teacher’s self-concept had complex dynamic changes in three aspects of self-concept. Intervention can be triggered by the following: significant persons, critical events, and social relationships.

Xia Wang, Qiang Sun. Teacher’s Self-concept Change from Complex Dynamic Theory during a Practicum. International Journal of New Developments in Education (2023) Vol. 5, Issue 3: 1-8. https://doi.org/10.25236/IJNDE.2023.050301.

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