The Influence Of Peer Coaching On The Generation Of Practical Knowledge By Novice Chinese Teachers

The Chinese international education major emphasizes the cultivation of students’teaching practice ability.At present,the novice Chinese teachers of this professional background often have various problems in the initial stage of teaching.After systematically learning a relatively complete course of Chinese ontology knowledge and teaching methods,there are still problems of"cannot teaching".We believe that it is caused by the lack of practical knowledge of novice Chinese teachers.How to effectively transform theoretical knowledge into teachers’ practical knowledge,and then improve teachers’teaching practice ability is the starting point of this paper.This study proposes the use of peer coaching in the process of cultivating Chinese international education students to promote the generation of practical knowledge of novice Chinese teachers.Peer coaching refers to peers of the same level and at the same level who are similar in age and experience.They voluntarily combine on a more equal basis to assist each other in the specific problems of teaching.In order to prove the effectiveness of the peer coaching model in the process of generating the practical knowledge of the novice Chinese teacher,the narrative research method is adopted to analyze and compare the teacher’s practical knoxwledge generation of a mutual aid group,and finally the mutual help is a novice Chinese teacher.The conclusion of an effective way to generate teacher practical knowledge.In the specific research process,firstly,by studying the existing theoretical framework,a set of teacher practical knowledge framework more suitable for Chinese teachers is used as the criterion for judging the generation of practical knowledge of novice teachers in each stage of the research process.On this basis,three novice Chinese teachers were selected as research objects to form a peer-to-peer group.Taking the form of "shooting the classroom situation—discussing and analyzing the teaching situation—speaking and analyzing the performance of teachers’practical knowledge",the teacher’s practical knowledge framework is used as the frame of reference to study the practical knowledge of the novice Chinese teachers in the three peer coaching.Mutual assistance provides a factual basis for the assumption that effective teacher practical knowledge is generated.Through comparative research,w.e found that in the three peer coaching activities,the practical knowledge of novice Chinese teachers is continuously activated,and the specific practical knowledge of teachers is reflected in the reference frame.Before the novice teachers did not cooperate with each other,the main ways of the teacher’s practical knoxwledge generation were self-reflection and teaching supervision evaluation.The teacher’s practical knowledge is also insufficient in the"knowledge about students"and so orn.However,after the first peer-to-peer analysis,the results showed that the same novice teacher was activated in the group mutual assistance,and the questions about the role and orientation of the teacher began to be considered.In the course of the research,we found that the effectiveness of peer coaching is mainly reflected in three aspects:First,the role relationship between peers is different from the relationship between the instructor and the novice teacher,and is a group that is peer-to-peer in the capacity of the collaborator.Internal interactions thus avoid the pressure of"criticism"and make it more psychologically acceptable for participants to accept evaluations and suggestions between collaborators.Second,peer-to-peer mutual assistance also avoids the inadequacy of self-reflection alone.Learning exchanges within the peer-to-peer group can give members some incentives to a certain extent,and the knowledge of other members of the group can also stimulate the generation and i:mprovement of each teacher’s individual practical knoxwledge.Third,in peer-to-peer mutual assistance,the teaching anxiety and various emotional needs of novice Chinese teachers are met.This study enriches the research perspective of teachers’practical knowledge.The research on teachers’practical knowledge is different in different disciplines.Combining the research background of Chinese international education is the supplement and development of teachers’ practical knowledge.By studying the influence of Peer Coach aid on improving teachers’practical knowledge,it enriches the research perspective of teachers’practical knowledge.The research conclusions of this topic also provide practical reference for the frontline Chinese teachers and trainers.In order to improve the teaching practice ability of novice Chinese teachers,this study attempts to provide some feasible measures from the perspective of teachers’ practical knowledge.It also hopes that the model of peer interaction can be applied to the teaching exchange of novice teachers and the cultivation process of novice teachers.