Tacit Knowledge Of Elementary School Coping Strategies About Unexpected Situations In Classes And Factors

The development of tacit knowledge in the process of monitor activity of teaching plays a crucial role for teachers in dealing with unexpected situations in classes. The goodness or badness of the dealing with unexpected situations not only affects the growth and development of students, but also influences the efficiency and quality of teaching activity.Through literature analysis, interview and open questionnaire, construct the Tacit Knowledge Questionnaire of Elementary School Teachers’ Coping Strategies about Unexpected Situations in Classes. The paper investigated362teachers from Shanghai and Nanyang, the results proved the suitability of exploratory factor analysis. Six common factors extracted and the total variance explained54.177%, the six factors were named Retaliate, Escape, Legislate, Consult, Delegate and Trace.201elementary school teachers were tested and verified the six factors model, which was drawn from exploratory factor analysis. The various index of six factors model has reached the acceptable level. The questionnaire’s coefficient of internal consistency (a) is0.895, and part-questionnaire’s is0.793, The questionnaire has a good reliability and validity. Therefore, the Tacit Knowledge Questionnaire of Elementary School Teachers’ Coping Strategies about Unexpected Situations in Classes can be used as measuring tool.Finally, this study took416primary school teachers as samples to ascertain the differences of tacit knowledge of the coping strategies of teachers with different levels of experience. The results showed that there here are significant difference in the five dimensions named Retaliate, Escape, Legislate, Consult and Trace. Tacit knowledge about teachers’ coping strategies in monitoring activities in the classroom teaching unexpected situation has no significant differences in gender. This showed that tacit knowledge about coping strategies of primary school teachers in the classroom teaching unexpected situation monitoring activities will developed with the increase of teachers’ experience, the development of tacit knowledge leads to the forming of teaching expertise. Therefore, the research of Tacit knowledge about teachers’ coping strategies in monitoring activities in the classroom teaching unexpected situation could provide a theoretical basis and guidance for teacher training programs for narrowing the gap between novice and expert teachers, accelerating the novice teachers becoming expert teachers, at the same time.