A Study Of Novice Teacher’s Practical Knowledge Acquisition

Teacher’s practical knowledge is the teachers really believe in, practice and (or) show in their educational practice to the teaching of knowledge. The advancement of education reform, the promote of teacher"s specialization are required to attach importance to teacher’s professional development, the construction of learning society makes the teacher professional development is not only to meet the needs of this a role, but also the need for teacher development, and teacher’s practical knowledge is the knowledge base of teachers’ professional development, to enhance the professional quality of teachers must attach importance to the development of teachers’practical knowledge, so based on the above reasons, this study investigates the problem of teachers’practical knowledge. In addition, the teaching practice is a key event in the novice teacher’s process of practical knowledge acquisition, novice teachers will encounter some important persons and key events may affect the novice teacher’s practical knowledge acquisition in the education practice process, teaching practice has the vital significance to the novice teacher’s practical knowledge acquisition. Therefore, this study examines the novice teacher’s practical knowledge acquisition problem mainly from the teaching practice of influence as the key events.This study through the literature review, the teachers’ practical knowledge of the two dimensions for teachers’ educational beliefs, teacher’s self knowledge, teachers’ personal knowledge, teachers’ situational knowledge, teachers’ knowledge of strategy and teachers’ critical reflection knowledge, teaching practice of two dimensions for listen to the teacher in class, lectures, class evaluation, guiding teachers, communicate with colleagues, and communicate with students, teaching setbacks, incidents and reflective teaching in nine aspects, on the basis of the preparation of the questionnaire survey in the teaching practice foundation during the activities of teacher’s practical knowledge acquisition, and investigates the teaching practice during the activities influence on teachers’ educational beliefs, teachers’ self knowledge, teachers’ personal knowledge, teachers’ situational knowledge, teachers’ strategic knowledge and teachers’ critical reflection knowledge, this research in order to adopt the method of questionnaire survey, and assist with the interview, the interview outline is designed to understand the questions in the questionnaire.This study is divided into five parts.The first part:introduction. Mainly expounds the reasons for choosing the topic, the definition of the concept, on the basis of literature review, summarized the teaching practice at home and abroad, teachers’ practical knowledge and teachers’ practical knowledge acquisition research status, and introduces the theoretical basis of this study, research design and research ideas.The second part:novice teachers’ practical knowledge overview. Overview of the teacher’s practical knowledge connotation, structure and characteristics, the teacher’s practical knowledge of novice teacher’s teaching practice significance and novice teachers’ practical knowledge acquisition of the main ways of teaching practice in these three aspects, in the novice teacher’s practical knowledge acquisition is the main way of teaching practice this part focuses on the connotation of teaching practice and teaching practice significance of novice teacher’s practical knowledge acquisition.The third part:the research design and process of novice teacher’s practical knowledge acquisition. including the design and process of the pre survey questionnaire, the survey process of the formal questionnaire and the design and process of the interview questionnaire.The fourth part:analysis of survey results of novice teacher’s practical knowledge acquisition. It analyzes the frequency for each activity novice teachers during teaching practice, how to treat the novice teacher teaching practice and teacher’s practical knowledge,and novice teachers learned most of what teachers want to get practical knowledge through teaching practice.The fifth part:thinking and suggestion of the novice teachers’ practical knowledge acquisition. Mainly expounds after the data analysis,the novice teachers through teaching practice acquisition practical knowledge of understanding, novice teachers through teaching practice acquisition practice knowledge of thinking, and give suggest to the novice teachers through education practice acquisition of practical knowledge.This research through the questionnaire survey method and interview method, and to explore the influence of teaching practice on novice teachers’ practical knowledge acquisition, in the last part of the thesis has participated in the teaching practice of novice teachers give the suggestions of practical knowledge acquisition, that is, to participate in learning community, teaching practice and teaching reflection; also for future teaching practice how to better help quasi teachers acquire practical knowledge are proposed, namely before practice clear prospective teachers to the practical knowledge understanding, pay attention to teaching practice, extend the teaching practice time, the practice and the dispersion form of combination of practice, perfect arrangement during the teaching practice.