Abstract:

Using qualitative research methods,this study explores the rural education internship of government-sponsored normal students through the dialectical lens of the Trinity spatial perspective. The findings reveal that the rural education internship environment presents physical spatial challenges constructed by the interplay of geography,culture,and resources-manifesting as tensions between “urban and rural” as well as “modern and traditional.” The educational internship, as a process of “knowledge socialization” involving both production and interaction,encounters social spatial challenges arising from the dissonance between urban centers and rural peripheries. Its reflective space represents a process of revising ideas and behaviors,facing spiritual spatial challenges shaped by the gap between ideals and reality. Therefore,the education internship of normal students is an interwoven outcome of a series of spatial practices within an integrated three-dimensional space. Teacher education for government-sponsored normal students should take the rural space as its foundation,collaboratively constructing a favorable rural spatial system—encompassing resources, environment,and institutions—through joint efforts among universities,internship schools,society,and the government.

Key words: spatial theory, rural areas, educational internship, trinity