Conflict And Choice-narrative Research On The Development Of Novice Teachers' Knowledge

Novice teachers are in the initial stage of career which is the most formative stage of teacher's professional development but also the key period of teacher's professional growth.so that the professional growth of novice teachers deserves special attention.The knowledge problem is the core problem of teacher professional growth,so this research focuses on novice teachers'knowledge.After sorting out related research,it is found that the methodology of the novice teacher knowledge research is mainly based on the proposition-oriented epistemology;the research content focuses on the static constituent elements of practical knowledge,lacking of the integrated research on dynamic development,and there is a certain misunderstanding of related research concepts which are urgently clarified.Based on this status quo,this study will change the research methodology and try to examine the complex issues of the novice teacher knowledge from the perspective of thick epistemology.The key problem that this study mainly aims to solve is the problem of the change and development of the novice teachers' knowledge.There are two specific problems:whether the novice teachers' knowledge develops or not;and second,the level of the novice teachers'knowledge development.After establishing the problem,we began to look for a theoretical framework from the perspective of thick epistemology.Teacher knowledge exists in "three-dimensional"representations,which are knowledge content dimension,state dimension and capability dimension.The content of knowledge refers to the education and teaching knowledge possessed by teachers,which mainly includes curriculum knowledge,general pedagogic knowledge and pedagogic content knowledge.The state of knowledge refers to the teacher's mental state,which mainly includes self-knowledge,learning motivation.and teaching belief.The ability of knowledge refers to the ability to use knowledge,mainly teaching judgment and teaching skills.Then,using the method of narrative research,three novice teachers were selected as research objects,and a large number of original materials were collected through multiple interviews,on-site observations,etc.,and the data was reorganized and framed according to the theoretical framework.Three introductory teachers' knowledge was deeply described.The process of the three novice teachers' knowledge development and the factors affecting the novice teacher's knowledge development have been explored.The commonality of the three novice teachers'knowledge is that the external environment they live in is almost the same and the knowledge conflict is similar.In the face of nearly the same conflict,the three teachers made different choices,presented different mental states,and improved their teaching skills by different ways,which fully reflected the individual differences and also showed that the teachers themselves state is an important factor affecting the development of their knowledge.In the end,from the perspective of the novice teacher,several suggestions were made:dialogue with yourself to seek inner integrity,improve self-knowledge,strengthen internal learning motivation,improve teaching beliefs,thereby enriching the state of knowledge;dialogue with objects,internalizing objective knowledge,translating curriculum knowledge,general pedagogic knowledge and pedagogic content knowledge into teaching judgment and teaching skills,that is to say,the content dimension of knowledge is transformed into the ability of knowledge;dialogue with students,full understanding of students,complementing the state of the knowledge and capacity of knowledge in teaching practice;dialogue with colleagues,study in the community,and coordinate and perfect the state of the knowledge and capabilities of the knowledge.In the future,the research focus may be to combine the overall research with the analysis research,fully consider the existence of the human,link the teacher's life status with the icy content knowledge,and provide pluralism methods of concrete understanding of the self and dealing with internal conflicts on the basis of the three-dimensional knowledge.Make every effort to allow each teacher to get peace in the heart,to achieve considerable development.