A Case Study On English Teacher’ S Teaching Conceptions In A Primary School

We often think about the notion of concept from two perspectives. For the first one, weuse concept in order to oppose to the meaning of physical thing, and we mean that this wordexpresses the meaning of general understanding, or idea. For the other one, we emphasize itsvalue that concept could influence the result of people’s behavior and activity.As a professional group of social members, teacher’s teaching concepts are in bothpersonal and career world. For the latter, teaching concepts play an important role in allteaching activities. With the society modernize, condition richness, and an improvement ofinner construct of teacher’s group, teaching concepts and the out-expression have beenchanging all the time. Anymore, there has been a challenge for teaching concepts, becauseteachers have to do better and better, in order to meet student’s need as much as possible. As aresult, it provides a new background, as well as perspective for studies on teaching concepts.This paper focuses on teacher’s teaching conceptions at present. It is a case study inPrimary School S. By a model of collection, display, explanation, and refining of teachers’oral languages, teaching behaviors in classroom and in office, it could categorize, analyze,and conclude something. To get a real, effective, and rational conclusion, this study is carriedout under the direction of a case approach. It took a term to collective discourses of6Englishteachers and behavior of their teaching in classroom, using the interview and observationstudy tools so that the materials from listening and looking could be corroborated each other.According to the clue above, this paper is constructed by three parts, covered in eightchapters for the final thesis. They are study introduction, foundational issues of teachingconcepts, and study conclusion. For the study introduction, it contains Chapter1and Chapter2. Chapter1tells study background, study clue, and literature review, and Chapter2tells thestudy method and study procedure. The second part, foundational issues is consists of thecurrent situation, the categories, the form routs, the problems and their reasons, and theinfluential factors of teaching concepts in Primary School S from Chapter3to Chapter7. Andthe last part is in Chapter8for the conclusion.We could get some founding from this study.Firstly, the components of the present situation of teachers’s teaching concepts could bereflected by school’s educational culture. It also seems being rich and innovation. As atraditional idea, teachers agree with the view that the final target of teaching is to expressknowledge and value.Secondly, there are some problems of teacher’s teaching conceps, such as a formalizedunique, unsteady pedagogic knowledge and so on. The reasons that cause these problems could be relative to teachers’ personal teaching experience, school culture, and teacher’sunderstanding. And the influential factors could be categorized to factors of students, teachersthemselves, and teaching environment.Thirdly, categories of teacher’s teaching concepts could be considered by two levels. Forthe level of different teaching-age teachers, their kinds of teaching concepts are single,staggered, and cycled. For the different stages of teaching profession, they have conflict,imitation, change, steadiness, theorizing kinds of teaching conception.Finally, we could know that an issue characteristic of teacher’s teaching concepts is themeaning of post-reform era. Not only does it reflect the achievement of the foundationalcourse reform, but also does it deliver the spirit of the reform. In addition, the development ofteacher’s teaching concepts is a process from a shallow-level to a deep-level. So we reflect onsomething on this study that to realize that the improvement of teacher’s teaching concepts isnot only depends on after-service training, but also a whole system for the teaching professionfrom pre-service to after-service.