A Case Study Of Mentoring And Its Influence On Primary School Novice Teachers’ Practical Knowledge

In recent years,China has issued a series of teacher support plans and launched various measures to support teachers’ professional development.As the knowledge base of teacher professional development,practical knowledge provides a constructive tool for teacher professional development.Since education is a very practical field,it needs teachers’ practical knowledge as support.The production of mentoring is a teacher training mode with strong practical orientation.In the process of teachers and apprentices attending each others’ lectures,practical knowledge is also transferred imperceptibly,which plays a significant role in promoting teachers’ professional development.At present,in order to improve the efficiency of teacher training and promote new teachers to adapt to their roles,many schools across the country are actively implementing the teacher and apprentice system as a teacher training model.Exploring the influence of mentoring system on the development of teachers’ practical knowledge has positive research significance for the overall professional level and ability of school teachers as well as improving the quality of education and teaching,and it is also the basic pursuit of teachers’ own professional development.Through the related literature on the tutorial system and teachers’ practical knowledge,we can wholly grasp the domestic research of foreign experts and scholars for mentoring and teacher practical knowledge.We went to L primary school,in Foshan city,to collect relevant research data from two teachers by qualitative research methods.In this paper,we explore the mentoring and its influence on primary school novice teachers’ practical knowledge development.Practical knowledge is situational and implicit,which determines the orientation of qualitative research.Through the methods of interview,classroom observation and case analysis,this paper discusses the specific content of teachers’ practical knowledge by means of classified explanation.The results show that the mentoring system mainly has a significant impact on the development of situational knowledge,strategic knowledge and interpersonal knowledge of external regulation,as well as on self-knowledge,while its impact on the development of critical reflection knowledge and educational belief of internal self-regulation is not prominent or not particularly obvious due to the limited time.Secondly,the mentoring system has an impact on the development of novice teachers’ practical knowledge through three ways: providing “apprenticeship observation” opportunities for novice teachers;Serve as the director of the first teacher career;Give moral support and motivation to new teachers.The influence of mentoring system on the practical knowledge of novice teachers is mainly realized through the transfer of mentoring knowledge.Thirdly,the influencing factors of the mentoring system on the development of novice teachers practical knowledge can be summarized as internal motivation such as personal belief and external motivation such as social support.Finally,relevant research Suggestions are put forward from the government,the school,the guidance teachers and the beginning teachers to provide reference opinions and suggestions for the further optimization and development of mentoring system.