Analyze The Differences In Teachers' Core Knowledge Which Belonged To Different Expertise Development Stages

Highlighting the teacher's knowledge, symbolizes the qualitative change of research about the teaching expertise. The primary impetus for expertise development stages which raised from one to higher one is the domain-specific knowledge, especially the improving of the knowledge's structure and representation. Shulman. L. S.(1987) classified and researched teachers' knowledge firstly, then, based on different researching views, most scholars proposed their own classification about teachers' knowledge. The subject content knowledge,pedagogical content knowledge,knowledge of learners and the knowledge of self were concerned as the core of the teachers' knowledge, their nature and the quantity have also affected the quality of teaching. Based on the view of expertise development, this research tries hard to analyze the knowledge structure of teachers who belonged to different developing stages, and to describe the developing path of the teachers' core knowledge. The primary coverage includes:Partâ… : Literature summarization. Firstly, the author summed up the findings about teachers' knowledge and its classification that came from predecessors,the theories about expertise development and some other interrelated content. Then bringing forward the subject and the mentality of this research.Partâ…¡: Empirical studies. This part including three empirical studies and criterion-related validity examination. The 20 subjects of this research came from 6 middle school in Zhengzhou, teaching eight grade mathematics. Experiment 1 through interview method, we compared with four development stage teachers' differences in self-knowledge and knowledge of learners. Experiment 2 through the questionnaire and the interview methods, taking the function and the linear function content as research tools, we compared with four development stages teachers difference in the subject content knowledge. Based on the findings of experiment 2, the third experiment through interview method, we collected four development stages teachers' difference in pedagogical content knowledge. In the criterion-related validity examination, we collected the students' achievement in the linear function, through variance analysis, examination fore-mentioned experiment findings.Partâ…¢: Research summaries. Firstly, the author discussed and analyzed the fore-mentioned empirical studies results; then, the author reflected this research, from the findings' explanation scope to studies tool, and so on. Finally, based on the conclusions of this research , the author has proposed some related advices to teacher education and teacher training.This research findings are as follows:1,The teacher at different development stage are different in theself-knowledge aspect, the trend of development assumes the spiral loop.The expert teacher displays the more initiative choosing professiontendency, regarding the own teaching good and bad points has clearcognition and the explicit individual growth goal.2,The teacher at different development stage are different in theknowledge of learner, the trend of development assumes rises gradually.The expert teachers' knowledge of learner is more concrete and iscomprehensive, also, they could take the difference and the laminationviewpoint to analyze the students.3,The teacher at different development stage are different in the subjectknowledge faith , the expert teacher's subject knowledge faith isconsistent with the current educational reform idea.4,The teacher at different development stage are different in the substantive knowledge , the expert teachers' knowledge is brand andelaborated, and has formed the knowledge structure network.5,The teacher at different development stage are different in the syntacticknowledge, the expert teachers not only "knows its however", moreoverthey can "know its reason", and they also have massive,correctconditional knowledge.6,The teacher at different development stage teachers presented thedifference in the teaching methods, the expert teachers' choice, based onthe teaching purpose, students' characteristic , the style of own teachingand the teaching content and so on.7,The teacher at different development stage are different in thepre-concept and the wrong concept of the learners. The expert teacherscan correctly realize them, and take pretty and effective methods toanalyze and solve these problems.8,The different development stage teachers' difference in theself-knowledge, the knowledge of learner, the subject knowledge, is thereason that why they are different in the pedagogical content knowledge.Meanwhile, all of these difference in teachers' core knowledge, hasbrought the difference in the classroom instruction and the teachingeffects.