A Study On The Generation Of Practical Knowledge Of Novice Primary School Chinese Teachers In Tibet

Teacher professional development has always been an important topic in education and teaching.The research also shows that teacher practical knowledge is the main knowledge base of teacher professional development.Teachers’ practical knowledge is a teacher’s understanding of education and teaching based on their own education and teaching experience refining and reflection,and through the real education situation.It is a kind of "belief" of teachers about education and teaching.It not only has distinct characteristics of individuality and silence,but also is a dynamic generation and continuous development process.The main types of knowledge that constitute teachers’ practical knowledge include teachers’ self-knowledge,students’ knowledge,subject knowledge,situation knowledge and educational belief.However,self-knowledge,students’ knowledge,subject knowledge and so on do not constitute teachers’ practical knowledge,but are "useful knowledge" that teachers apply in real problem situations on the basis of their understanding of these knowledge.So as to encourage teachers to make corresponding action strategies.Searching the relevant literature of the academic journals and dissertations of Knownet,there are few researches on the practical knowledge of novice Chinese teachers in minority areas.Therefore,it is of great theoretical and practical significance to study the practical knowledge of novice Chinese teachers in primary schools in Tibet.Therefore,this study takes A novice teacher from A Primary school in Qamdo City,Tibet as the research object.In terms of research methods,in-depth interview is the main method,supplemented by physical analysis(teaching photos),and the steps of reading original materials,logging in(coding),searching for local concepts and establishing coding are adopted.At the same time,the analysis method is combined with category analysis and situation analysis to answer the following questions:(1)What code numbers can be found in the process of logging in the original data,and whether there is a connection between code numbers and code numbers.Based on the original data,what kind of theory can be generated under the orientation of grounded theory?(2)In the process of situation analysis,how is the practical knowledge of self-knowledge,student knowledge,subject knowledge,situational knowledge and educational belief generated and represented by novice primary school Chinese teachers in Tibet?(3)How does this kind of practical knowledge develop and change in the medium and way of generation?Through a series of analyses,the main findings are as follows:First of all,in the process of data login found "happy","like","language environment","pay attention to body and mind","love life","encourage","performance","prize points","conscience" and other code numbers,these words repeatedly appear in the original data,and there is a certain connection between code and code number,For example,"adhere to the dream","encourage","pay attention to the body and mind","public welfare courses" can be summed up under the code number "conscience".Secondly,based on the interview data,the theoretical sampling transformation is carried out continuously,and the core category of "teacher education belief" is found on the basis of three-level coding.Through continuous integration,a basic theory of the generation of teachers’ practical knowledge is derived: With teachers’ educational beliefs as the core and "culturally sensitive" as the premise,the paper combines local culture and understanding students’ cultural background,constantly and dynamically generates teachers’ practical knowledge in the tension of conscientious adherence and school rules,and makes different teaching action strategies under the support of teachers’ educational beliefs.Finally,in the application of situational analysis method to interpret the practical knowledge of Tibet primary school novice Chinese teachers about self-knowledge,student knowledge,subject knowledge and other local concepts,such as "performance","king of children","reward","facechanging master","life" and other local concepts,these local concepts are closely related to the teachers’ practical knowledge,and the discovery of "coarse branches and bad leaves,Sometimes refined and sometimes rotten" representational form;In the formation media of the community of practice,teachers mainly rely on the community of teachers in the same subject,and gradually generate their own practical knowledge in the professional form of "listening to and evaluating lessons".However,the communities of "teaching and research group" and "new and old teachers" are mere formalities,which is not conducive to the generation of teachers’ practical knowledge.The generation mode is mainly "progressive generation",that is,through three stages of "dancing teaching","playing teaching" and "commonweal poetry teaching".These three stages are the evolution process of teacher A’s practical knowledge after three years of teaching.