A Self-Narrative Inquiry On The Development Of Practical Knowledge Of Novice TCSL Teachers

Practical knowledge is the base of teachers' professional development',and it is the knowledge that is actually used by the teacher to dominate the teacher's thinking and behavior.In this paper,a three-semester vertical follow-up observation was made on a novice TCSL teacher(that is,the researcher and her name is L)using the educational narrative inquiry in the qualitative research.S he is from a Chinese international education major and has been widely praise by students.We collected data by reviewing the classroom videos,collecting the participant's notes,reflection logs,and other physical materials,and interviews.After sorting and encoding the data on this basis,we retell the teaching story and experience of Teacher L,and explore the content,development process and influencing factors of practical knowledge of novice TCSL teachers.In narrative inquiry,a researcher's personal life experience will affect his perspective and understanding of the problem.This article described the author's Chinese language learning experience and teaching practice experience in the form of "partial autobiography" before the inquiry began.These experiences have affected the author's growth and changes in these three semesters,and are closely related to the author's exploration and interpretation.The study found that novice TCSL teachers would develop five types of practical knowledge such as teaching knowledge,curriculum knowledge,self-knowledge,student knowledge,and situational knowledge in practice.The teaching knowledge of teacher L mainly reflects in the four aspects of handling non-preset events in the classroom,teacher questioning and students speaking,teaching methods and teaching design.Curriculum knowledge of teacher L mainly reflects in the setting of course goals,understanding of course characteristics,and implementation of course planning and adjustment.Self-knowledge of teacher L includes self-positioning,identity,and professional pursuits.The knowledge about students of teacher L reflects in the understanding of student performance,students' learning goals and needs,and student personality.Knowledge of context of teacher L manifests in three aspects:understanding of the teaching environment,maintenance of cross-cultural awareness,and understanding of teacher-student interaction.The development of practical knowledge of novice TCSL teachers has three stages:the beginning,the transformation,and the broadening.In the beginning stage,novice teachers are relatively unfamiliar with the curriculum and teaching environment.The focus of attention is how to put the course content into teaching successfully.D uring this period,teacher L has the most reflection on curriculum knowledge and teaching knowledge.In the transformation stage,as novice teachers have become richer in teaching knowledge,they are gradually relaxed and become more open.Therefore,they have shifted their focus to the students.Teacher L remains sensitive to understanding students,and the knowledge about students is most prominent at this stage.In the broadening stage,novice teachers have more experience,so they have more energy to focus on the various elements of the teaching context.At this time,teacher L has the most prominent knowledge of context.The learning and internship experience and personal characteristics of novice TCSL teachers constitute internal factors that affect the development of their practical knowledge.The ideal teacher image in the student age had a profound impact on teacher L's educational beliefs.Professional internship has accumulated important experience for teacher L.The student,teacher's communities of practice and academic activities of the faculty have formed the external thrust of the educational environment.Students are an important external stimulus to promote the practical knowledge development of teacher teacher L.The teacher's communities of practice and academic activities have played a positive role in the development of teacher Ls' practical knowledge.This article takes educational narrative inquiry as the research method,and deeply depicts the daily teaching life of a novice TCSL teacher who has been teaching audiovisual courses for the first time,and vividly outlines the practical knowledge and development trajectory of teacher L.It is a fact that the practical knowledge of each teacher in a specific education and teaching environment has a distinct individuality.However,education is a normative activity,the practical knowledge developed by teachers in the process of approaching the ideal professional self through practice must also be normative.Therefore the practical knowledge development law of teacher L in this paper is representative,and it has certain reference function for Teacher education of Chinese as a foreign language.In addition,this article explores the practical knowledge of teachers of Chinese audiovisual classes,which is innovative.Novice teachers' exploration of the course teaching methods in their own teaching practice can resonate with other Chinese audiovisual teachers and cause deeper thinking,and promote new changes in Chinese audiovisual teaching methods.