A Case Study On Practical Knowledge Of A New Teacher

In the context of curriculum reform of Basic Education,the role of the teacher is very impotent. The teacher is the person who finally practice the new curriculum reform.Therefore, the professional growth of teachers is crucial. With depth studing in practical knowledge of teachers,teachers’practical knowledge gets more and more recognition. This study chooses new teachers as the research object, basing on school scene as the investigation background.The narrative inquiry is a appropriate way to research. The purpose of this study is tring to reveal the generation and development of practical knowledge of the new teachers.This study mainly discusses those questions:what knowledge do new teacher have before their teaching practice? How does new teachers’knowledge change and develop their practical knowledge during the early teaching practice?What contributes to their practical knowledge during the early teaching practice?The study finds that new teachers’ knowledge lackes of supports from the practice.They don’t have enough teaching skills.Various factors such as early experience, character,school context had some impact on the new teachers’ practical knowledge development.Facing all kind of problems the new teachers adopted such coping strategies as "to accept passively","to recognize positively","to regress strategically","to explor limited " to solve. In this process, basing on their original experience,the new teachers’ knowledge changed. Some get inheritance and enhancement, some get enrichment and development, some began differentiation, some were abandoned. Finally, the the new teachers’ get their new practical knowledge.This study also finds that the generation and development of practical knowledge of the new teachers is a dynamic and open process. In teaching practice,the original experience of new teachers change in different way.Some get richer,some get new;some are abandoned,finally the new experience and the new practical knowledge formed. Next time,the new practical knowledge will change again. The generation and development of practical knowledge of the new teachers is also a process of adapting to school context. The new teachers should adapt to the current work environment, exploring the coping class teaching skills, which is a new practical knowledge. So the process of the generation and development of practical knowledge of the new teachers is the process of new teachers’ growth and getting mature.In the process of The new teacher’s practical knowledge generation and development, the impact of teachers’ reflection and professional knowledge context is double-edged. Teachers’ reflection may block their development of practical knowledge; professional knowledge context is the conditions of practical knowledge, but also may restrict the development and update of new teachers’ practical knowledge. It is necessary to give the new teachers guide and optimize the professional knowledge context.