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sp;      1.3.2 Interview ..........45-46 
    1.4 Research Procedur.......... 46-47 
    1.5 Data Collection.......... 47 
    1.6 Data Analysis.......... 47-49
Chapter Two Results and Discussion.......... 49-91 
    2.1 Major Critical Incidents Influencing Pre-service..........49-72 
        2.1.1 Successful Events ..........50-55 
        2.1.2 Failure Events.......... 55-62 
       2.1.3 Inspiring Events.......... 62-65 
        2.1.4 Moving Events ..........65-68 
        2.1.5 Critical Persons.......... 68-72 
    2.2 Effects of Critical Incidents on Pre-service.......... 72-82 
       2.2.1 Improvement of Reflective Thinking Ability..........72-75 
        2.2.2 Enhancement of Professional Knowledge ..........75-77 
        2.2.3 Renewal of Teaching Concepts..........77-79 
        2.2.4 Change of Future Occupation Choice.......... 79-82
2.3 Discussion.......... 82-91

Conclusion

In this part, it firstly summarizes the major findings of this study.Then the implications, including implications for pre-service Englishteachers and implications for pre-service teacher education are performed.At last, it points out the limitations of this research and proposes somesuggestions for future research.
There are some major findings of this research. Firstly, it is foundthat some major critical incidents influencing pre-service English teachersduring the teaching practicum are mainly a successful class, setbacks inteaching, conflicts between teachers and students, classroom observationin classes of experienced teachers, students' respect and love，unselfishassistance from teammates, as well as instructors' suggestions and help.Secondly, the critical incidents influence directly pre-service Englishteachers' professional development. These critical incidents, to somedegree, have promoted pre-service English teachers' reflective thinkingability, renewed their teaching concepts and enriched their professionalknowledge. At the same time, these critical incidents have had someeffects on their future occupation choice. Thirdly, it is found that criticalincidents can be regarded as pre-service English teachers' experientiallearning and reflective learning. Without their persistent learning andreflective thinking, critical incidents can not be critical and will have noeffects on their professional development.
Since this research has investigated the major critical incidentsinfluencing pre-service English teachers during the teaching practicumand explored the effects of these critical incidents on pre-service Englishteachers' professional development, it has its own implications forpre-service English teachers and the pre-service teacher education.

Bibliography
1Fullan, M. & Hargreaves, A. 1992. Teacher www.51lunwen.org/englishpaperguide/ Development andEducational Change [M]. Lo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。