Science Teachers' Tacit Knowledge Development

A command of teaching and teaching activities is the key element of the classroom teaching behaviors. From the teachers'practices, a kind of personal knowledge as tacit knowledge could be hidden in the teacher's heart. The studies have shown that the tacit knowledge more strongly correlate to the teaching efficiency. Therefore, it is highly significant for the professional development of teacher to identify  teacher's tacit knowledge.The purpose of the current study is to explore the development of scientific teacher's tacit knowledge. Six tacit knowlege dimensions, such as ego-development, mental adjustment, teacher-student relation, job relationship, method selection and resource utilization are investigated. To get valid information on teachers'tacit knowledge, a scale was developed creatively; In the scale, the different stages and  the various dimensions were designed for the tacit knowledge. Also, the scale presented the theoretical foundation in the study..In this study, Independent—Samples T Test and One—way ANOVA was used to analyze the differences of tacit knowledge and its sub-dimensions in different teachers'backgroud (include gender, the time for teaching, the title for teaching, subject,the title for leader, the type of the school, the woking time for a class consultant, grade, award etc).The paper contains five parts. In the first part, the research background,research problem and hypothesis were discussed. In the second part, of the theoretical concepts of the study were presented. Such as, the tacit knowledge definition,structure and measure tools of tacit knowledge which has some relation with this research. In the third part, a main part of this paper,the diagram that shows the structure of the teachers'tacit knowledge was put forward innovatively. In addition, the design of questionnaire and investigation approach was illustrated in detail. In the fourth part, the data of questionnaire , makes descriptive statistics and spss tables were presented.In the last part, the results were analyzed and discussed. Mainly, the results and innovative point of this study were interpreted. Along with deeply change of education reform and continuously improvement to the way of teacher-training, the research on the inventory for teachers'tacit knowledge would make a more great function to the teacher professional development.Based on the above-mentioned studies, the following conclusions can be drawn:first:male and female teachers have weak significant difference on the score of tacit knowledge; second: teachers from the eleven to fifteen time for teaching have weak significant difference on the score of tacit knowledge; third: Second-grade teachers,Promoted teachers and Senior teachers have no significant difference on the score of tacit knowledge; forth: chemistry teachers and science teaches have weak significant difference on the score of tacit knowledge; sixth: teachers of key middle school and teachers of ordinary middle school have significant difference on the score of tacit knowledge; seventh: five years and following, from eleven to fifteen years teaches have weak significant difference on the score of tacit knowledge; eighth: lower secondary teaches and upper secondary school teachers have no significant difference on the score of tacit knowledge; ninth: no (or teaching and research group) prizes teachers,school prizes teachers,district level prize teachers,city level prize teaches have no significant difference on the score of tacit knowledge.