A Comparative Study On Classroom Teaching Behavior Of Novice And Expert English Teachers In High School

With the implementation of the New Curriculum Reform, there has been a shiftfrom teacher-centeredness to learner-centeredness. In recent years, an increasingnumber of language researchers have been paying special attention to the research ofteacher expertise, especially different teaching behaviors between expert and noviceteachers. This article reports on a study based on a novice teacher and an expert teacherfrom a key high school in Chongqing. Through class observation, questionair,interviews with teachers and analysis on teachers’ teaching activities, the study findsthat the novice teacher and the expert one differ in many aspects of teaching behavior.As for speech behavior, the expert teacher presents knowledge systematically andlogically while the novice teacher’s grasp of logic between knowledge is less accurate.Besides, her seemingly concise and comprehensive expression actually containsgenerality and vagueness. As for text presentation, the expert teacher can organizeknowledge coherently, presenting knowledge in a standard and comprehensive mannerwhereas the novice teacher usually focuses on details of a language point, withdisorganized and random presentation of text. Further, when it comes to discoursebehavior, the expert teacher closely follows students’ behavior based on which shedetermines the teaching activity. However, the novice teacher is self-centered, focusingmainly on the implementation of her own teaching design.This study analyzes and compares teaching behavior of these two teachers througha case study, expecting to benefit teacher education and other forms of teacher trainingthrough results obtained.