A Comparison Study Of Teaching Behavior Between Expert And Novice Teachers

With the implementation of the New Curriculum Reform, there has been a shiftfrom teacher-centeredness to learner-centeredness. Therefore, teachers have to changetheir traditional teaching conception and behavior as well to keep up with the socialdevelopment.In recent years, an increasing number of language researchers have beenpaying special attention to the research of teacher expertise, especially differentteaching behaviors between expert and novice teachers. However, the previous studieslack the pertinence to concrete courses. Teacher training, in most cases, is nothing butmerely a formality.Two English teachers were chosen as the expert teacher and novice teacher froma key junior high school in Xi’an city, Shan’xi province. Qualitative data wascollected by classroom observation and interview of the two teachers. Researchinstruments were mainly the classroom observation worksheet adapted by professorTang Weihai. The analysis was made and presented according to the classification ofEnglish teachers’ teaching behavior, which was also an adaption of Professor ShiLiangfang and Cui Yunhuo’s classification. The findings from the comparison analysisprovided fruitful information and had clear implications for EFL teaching as well asteacher training. They are summed up as follows:There were great diversities betweenthe expert and novice teacher on teaching behavior in EFL classroom. The teachingbehavior the two teachers adopted reflected two completely different status ofteachers and students in class, namely, teacher-centered and student-centered.Thedifferent teaching behaviors had great influence on students’ learning.