Study On The Practical Knowledge And Its Generation Path Of Novice Teachers In Primary School

The quality of primary school teachers is related to the growth of students’ whole life, bearing the hope of millions of families and is more related to the quality of education in our country and the promotion of the international competitiveness in the future. However, novice teachers in primary school often don’t know what to do when they are faced with some problems in the specific teaching situations. A kind of knowledge that can help them to deal with the complex problems in the practice of daily education and teaching are urgently needed, that is, teachers’ practical knowledge.Based on reviewing the relevant literature at home and abroad, this study combines qualitative and quantitative analysis and uses the teachers’ professional development stage, the SECI model of knowledge creation and self-organization as theoretical bases. First, the study makes questionnaire to investigate nearly 400 novice teachers in primary school and analyzes their practical knowledge by SPSS19.0 data statistics software. And then, by using interview, observation and individual case, the study seeks the existing problems about practical knowledge of novice teachers in primary school and its dynamic generation process.This questionnaire survey turns out that there are some remarkable differences among the contents of novice teachers’ practical knowledge in primary school. Meanwhile, there are also some remarkable differences between the generation ways and the relevance of practical knowledge’s contents. The following qualitative analysis finds that novice teachers in primary school easily change their professional belief, lack the knowledge about teaching, classroom situations and reflection in their practical action. And the dynamic generation process of practical knowledge is mainly presented by the spiral rise of socialization, externalization, combination and internalization.Based on the above findings, this study puts forward a path to help novice teachers in primary school generate practical knowledge. First of all, create a good growth environment to help novice teachers in primary school firm professional beliefs. Then, help them avoid blind imitation, enhance on-site guidance of instructors, update professional learning methods and improve self-reflection ability to promote their practical knowledge’s socialization, externalization, combination and internalization.