The Case Study Of The Source Of Overseas Chinese Teachers’ Professional Knowledge

The dissertation aims to study the source of Overseas Chinese Teachers’ knowledge. In order to revel the rough developing process of Overseas Chinese Teachers’knowledge, the dissertation chooses Behavioral Event Interview, combining with questionnaire. Through the narrative study of3case teachers, the dissertation probes into the main source of Overseas Chinese Teachers’knowledge, and further on, the dissertation explores the effect of various sources during the developing process.Through the in-depth interviews of3proficient Overseas Chinese Teachers with different eduction and teaching background, the dissertation narrates the general process of case teachers’development from novice teacher to proficient teacher. The dissertation finds that Overseas Chinese Teachers’knowledge derives from education background, preservice teaching experience, the cooperation between teachers, teacher training,reading and children’s education experience.Through the further analysis of3case teachers and of25Overseas Chinese Teachers’ questionnaires and interviews, this study reveals the effect of each source on the developing process of teachers’ knowledge. According to the analysis, different education background have different effect; Teacher training has little effect because most of the teachers get little chance to participate in the training; Reading can also promote accumulation of knowledge; preservice teaching experience also has different effect. Further more, preservice teaching experience transforms into professional knowledge primarily through two strategies. Firstly, they have to revaluate the students, which is the key prerequisite. Secondly, they need self-diagnosis and adjustment. Non-organized communication is the main way for Overseas Chinese Teachers to communicate with each other. In this communication, they point-graft knowledge from others. Children’s education experience also has effect on the development of teachers’knowledge primarily in two ways. On the one hand, they can learn the eduction experience from their living country, and on the other hand, they can absorb the experience and lesson of teaching their children, and thus promote the adjustment. Reflection is the basic way to promote the developing process of professional knowledge. Acknowledge teaching problems is the key to reflection, which requires the ability to identify and self-consciousness. Overseas Chinese Teachers’ reflection shows "unitary" and "individual", which leads to the fragment-knowledge by a certain degree.