A Narrative Study On The Development Of Classroom Management Abilities Of Novice Teachers In Primary Schools

Novice teachers are in the beginning of teaching life,which is the most elementary and malleable statement of teachers' professional growth.It is also a critical period to develop the conception of education and teaching.Therefore,novice teachers' professional development is a noteworthy topic.The improvement of classroom management ability is an epitome of the development of teachers' practical knowledge and skills.Classroom management is offered as a guarantee of teaching orderly and the classroom management ability can make a direct effect on teaching competency and vocational adjustment.However,teachers weren't born with the ability and they need to take initiative to learn and practice.The research focuses on primary school novice teachers who have been working less than 3 years and trying to figure out their cognition,efforts,efficiency and inspiration.In order to search for the experience of the growth of primary school novice teachers' classroom management ability and present their point of view on this topic,narrative inquiry with interviewing method and observational method were adopted in this qualitative research.The research reveals three findings: first,only few teachers has paid attention on classroom management,most of them didn't realize the importance and difficulty of classroom management until they experience conflicts in practice.While,whether they have had the cognition in advance,their first experience of classroom management can be divided into three types.Some got into trouble,some just scraped through and some made success.Second,novice teachers tend to choose two main directions,which are authoritative type and democracy type.They also manifest as three management styles.Third,novice teachers made reflections on their management efficiency.Someone thinks they are not able to manage classroom well because of students' attitudes.Someone thinks they have made great progress and have been able to manage the classroom discipline.Although they had different experience,most novice teachers have made improvement in classroom management.According to their motivation,ways of development can be concluded of three types,which are being pushed,by endogenous impetus and making self-consistent.Then,this paper gives some experimental conclusions.In the end,this study provides a future perspective.In the process of teaching,teachers set objectives,make supervision and guidance,create teaching situation,solve problems,coordinate relations,playing the role of the leader.Therefore,the research scope of classroom management can be wider.More attention should be paid to teachers' professional knowledge and personal fascination.The research priority should be shift from classroom management ability to instructional leadership.