A Case Study Of The TCSL Teacher: Educational Narrative Inquiry On Teacher Learning

With the vigorous development of the TCSL industry both in domestic and international, we should put more focus on the TCSL teacher who is the key factor of the Chinese teaching. Nowadays the in-school students from colleges and universities are the major component of the team of International Volunteer Chinese Teacher; however most of them are novice teacher and are the object we need to pay attention to. In the past few years, the comparative study has occupied a leading position. Most of the studies that came to the same conclusion which has three aspects:what the knowledge novice teacher has?what the else knowledge the novice teacher should know and what the knowledge must novice teacher has. That is what we need to know, but not confined to it. Therefore, this study considers that the research on novice teacher should places emphasis on the influential factors during the learning procedures, and the way the novice teacher learning, and what they get in the end.When weighing in the mind, it's not hard to find that the novice Chinese teachers' teacher learning is a dynamic process, so we believe that qualitative approach is better than the quantitative approach to express that flexible process. Therefore we choose educational narrative inquiry as the basic theory and methodology for our research. Educational narrative inquiry, as a qualitative approach, means researcher undertakes the study on participant by the way of interviewing, observing and recording. Meanwhile, the researcher collects the object from participant to do analysis, such as lesson plans or teaching journals. In the final, the educational narrative inquiry tells the entire meaningful teaching phenomenon of teacher in the form of text, and also discloses the theory and meaning about education behind these phenomena. Based on the consideration of typicality and operability, we choose this article's participant who is a real novice teacher without teaching experience but can be easily observed.Teacher Learning is shown in the change of teacher's personal practical knowledge, but still no final conclusion has yet been reached on the Chinese teacher's personal practical knowledge. For this reason, we propose the theory based the former study which is that the cognition of education, self-cognition, cognition of interpersonal relationship, cognition of situation and cognition of strategy forms the Chinese teacher's personal practical knowledge. And the four features are secrecy, uniqueness, practicalness and dynamics.In conclusion, we think that the teacher learning is powered under the coactions of both the inner and outer driving force. At the first stage, the inner and outer driving force will push novice teacher to find out the issues, and then they need to use the limited "mediation" to collect resource and extract the useful information. To verify the achievement of learning, they will combine practice and theoretical knowledge. After that verification, they can carry forward advantages and to rectify disadvantages. At the second stage, the novice teacher will gradually internalize the scientific, applied and operable knowledge, after that they can conduct the teaching exploratory. Above all, that recyclable learning system is the dynamic process of teacher learning.This article's research about a novice Chinese teacher shows up the teacher learning process by using the educational narrative inquiry methodology, shows up the every moment of the Chinese teaching, and also elaborates the meanings beyond these phenomena. That kind of research is a supplementary study for today's Chinese teacher research; it will give a new viewpoint and case for present study as well.