The Study Of Mentoring And Its Influence On Primary School Novice Teachers' Practical Knowledge Development

With the supersession of the primary and secondary school teachers in our country updating rapidly,how to train the new teachers to adapt to the role of teachers as soon as possible effectively has become the focus of many schools.As a type of professional training mode,mentoring in many primary and secondary schools are widely applied in the training of novice teachers.It plays an important role which can not be underestimated for novice teachers' practical knowledge development.Teacher's practical knowledge is a huge and complex system and is difficult to be expressed exactly.However,it's important to the teachers'teaching practice.Therefore,exploring the effect of mentoring on primary school novice teachers' practice knowledge development,not only conducive to the improvement of teachers'professional development,but also conducive to help schools improve' the sustainable development mentoring.Through consulting and combing the relevant literature,we can wholly grasp the domestic and foreign experts and scholars' research status on the teachers' practical knowledge and mentoring.We went to D primary school,in Hangzhou city,to collect relevant research data from Miss Zhang and Ms.Yang by qualitative research methods.In this paper,we discuss the effects of mentoring from horizontal and vertical angles.Lateral perspective including self-knowledge,classroom teaching knowledge,organizational management knowledge and interpersonal knowledge.In addition to self-knowledge,the other knowledge are deeply classified.Classroom teaching knowledge includes teaching interpretation and teaching reflection.Organization management knowledge includes classroom environment management and teacher's discipline views.Interpersonal knowledge includes relationship with students and their parents.We try to understand Miss Zhang's practical knowledge in the different period from the vertical angle.According to Ms.Yang's guidance,we observe the development process of Miss Zhang's practical knowledge and illustrate it by case materials selected in the process of research.The paper summarizes the aspects of the development as'hesitation and firmness','failure and progress','dilemma and freedom','panic and calm'.The fifth part mainly explains the research conclusion based on the research data.Mentoring mainly promotes new teachers' practical knowledge development through three ways,including providing appropriate observation object,workplace 'guide' and the spiritual security.Ways of Miss Zhang's development of practical knowledge are'experiencing from observation' and 'understanding from trial and error'.Mentoring achieves its goal through the transfer of knowledge from teacher to teacher and we build the process diagram based on it.Mentoring has internal and external motive effect on new teachers' practical knowledge development including teacher's own internal review and external support(human resources).Different parts of novice teachers' practical knowledge has different influence.The self-knowledge and environmental management knowledge the rapid pace of changes faster than other aspects which need a lot of training to support.At the end of the study,suggestions about school and teacher's aspects are provided,intending to help optimize and develop mentoring.