Research On Teachers Implicit Learning

Teacher grows is a subjectivity is closely related to the complexity of the process and a teachers’internal promotion process. Teachers can not survive without learning. Advance of the new curriculum,professional development of teachers and construction of a learning society all need teachers’ learning.Faced with the knowledge of the ever-changing information age,the teachers’ existing knowledge has farcan not meet the development needs of the students so teacher should continue to learning. Germaneducator Diesterweg tells us that:” Those who can not self-development, self-training and self-education ofthe people, the same can not develop, train and educate others”, a good teacher should continuous selfimprovement. Teacher learning plays an important role on their own development and the improvement ofthe quality of education. Teacher learning become a hot topic of academic teacher. Looking at the existingresearch on teacher learning, researchers pay more attention to the dominant way of learning for teachereducation, teacher training and teacher education. Some teachers’ actual learning effect did not achieve thelearning outcomes and teachers should be achieved in these dominant learning after learning than learningshould be achieved even better, why is this the case? In fact, the dominant learning along with the teachersthere is an implicit learning. Teachers during the explicit learning are the same, but the reach of thelearning effect is not the same. This is not the same as learning effect depends on the teachers’ implicitlearning. What affect the development of teachers, teachers’ practice is more rely on this teacher autonomyand from the external drive to the internal conscious implicit learning.This study defined implicit learning of teachers on the basis of analysis of teachers, implicit learninghas non-openness, individuality and autonomy, informal and unexpected characteristics. Teachers’implicit learning exists in every corner of the life and work of teachers, but not attracted attention.Teachers’ implicit learning is conducive to the formation of teachers’ practical knowledge and teachereducation wisdom of individual teachers, promote teacher research. Implicit learning of teachers canpromote the development of teachers’ learning theory, inspiration teacher education and teacher training.Teachers’ implicit learning not to say that the teachers of this learning is “invisible” way to learn,butrelative to the outside of his main explicit learning implicit learning is a learning teachers spontaneously, penetrate in the life and work of the teachers,this learning has been internalized as part of the teacherslive and work.”Learn on the job, working in the learning” is the portrayal of teachers’ implicit learning.In this study, after teachers’ implicit learning value introduced, way of teachers’ implicit learning isproposed. Teachers’ implicit learning can be divided into two categories, one is dependent on thedominant learning internalized implicit learning, the author called superimposed teachers implicitlearning; another is teachers spontaneous recessive learning. Under both the classifications, there aredifferent ways of teachers’ implicit learning. Studies teachers implicit learning to play the positive roleof teachers’ tacit learning to resist the negative effects of its dominant learning, teachers’ recessivelearning to promote the development of more teachers to stimulate the awareness of teachers‘spontaneous learning. Therefore, the last part of the author of the thesis put forward measures to protectteachers’ implicit learning, to the period teachers’implicit learning to promote more teacher professionaldevelopment and promote the improvement of the quality of teachers’ teaching. To make more teachersto study and into the work and into the learning, so that teachers will learn better to learn,to grow andlearn.