The Influence Of In - Service Education On The New Teachers' Professional Knowledge Learning

As researchers’ study goes deep, novice teacher’s education gradually catches more and more researchers’ eyes,and rapidly developed to be the heated contention in teachers’ education research. Since the late80’s, researchers from all over the world have studied novice teacher’s education based on different methods and perspectives. Results have produced one after another.However, we found that the state-of-the-art results are still unsatisfying from several perspectives. From the view of studied objects, we found that few studies involving specific disciplines on teacher induction. From the view of studied contents, we found that most studies are aiming summarize novice teacher induction instead of analyzing how to influence on teachers’ professional knowledge learning. From the view of applied method, interview, questionnaire survey and literature comparisons are mostly referred to, while the way like field research is seldom mentioned. Therefore, we attempt to set out from the perspective of novice mathematical teachers’ induction strategy activities. We track one base-area team of novice mathematical teacher in Minhang district and collect the data from activities in which novice mathematical teacher of the base-area team participated in order to analyze the effects of novice mathematical teachers’ induction strategy activities on novice mathematical teachers’ professional knowledge learning.Firstly, this study sorts the strategy activities’ datum into five dimensions according to the character of teachers’ induction strategy activities:the learning community, the action research, the mentor-novice team, the teaching research group and the concentrated training. Then we get five classified datum:the base-area team’s report lesson, try to implement public lesson, listening lesson between mentor and novice, teaching research activities among the sixth grade (preliminary) mathematical teachers from all over the area and the novice teachers’ training in the area.Secondly, we get an analyzing framework which based on four aspects of mathematical teacher’s professional knowledge:Specialized Content Knowledge (SCK), Knowledge of Content and Students (KCS), Knowledge of Content and Teaching (KCT), Knowledge of Content and Curriculum (KCC). This framework contains decompressed mathematical knowledge in SCK, students’interests about mathematics and students’level of learning mathematics in KCS, common pedagogical knowledge and organization, management, design, evaluation of teaching in KCT, educational aims and comprehension of textbook in KCC.For the theoretical training activities, we attempt to analyze it from its contents and forms. For the practical training activities, we try to analyze it from five aspects such as the classroom’s structure and design, the class time distribution, the sample selection and the interaction between teachers and students.Lastly, we address four conclusions:1) Decompressed mathematical knowledge in SCK is interpreted and commented in participatory and operating activities training.2) Students’interests about mathematics and students’lever of learning mathematics in KCS is somewhat concerned and criticized in participatory and operating activities training.3) Organization, management, design and evaluation of teaching in KCT is somewhat valued and rendered in participatory and operating activities training.4) Educational aims and comprehension of textbook in KCC is somewhat stressed and reflected in participatory and operating activities training.To sum up, this study is not only analyzing the effects of teacher induction on novice mathematical teachers’professional knowledge learning, but also providing a valuable reference to novice mathematical teachers’training, and a helpful guidance to novice mathematical teachers’ professional knowledge learning.