A Study On The Practical Knowledge Of A Novice TCFL Teacher

With the development of China’s economy and the increase of international communication,the demand for Chinese learning around the world has grown dramatically.In order to accelerate spread of Chinese language to the world,more and more Chinese teacher as volunteers,under the organization of the Hanban(Confucius Institute Headquarters),go abroad and take on the glorious mission of spreading Chinese culture.As the main force of the international promotion of Chinese,Chinese teachers have attracted more and more attention from scholars.Most of these Chinese teachers who come from universities in China lack the experience of teaching Chinese.The starting point of this research is to explore the growth of these Chinese novice teachers.By looking up the related literature,we find that the research on Chinese teachers in the academic circles mostly focuses on the qualities and basic skills that Chinese teachers should have,but people pay less attention to the teaching knowledge and quality of Chinese teachers.In view of the current research situation and the less attention on new Chinese teacher,we introduce the concept of“teacher practical knowledge”,which is "the actual use and(or)manifestation of explicit or implicit knowledge of teachers during teaching".The thesis is a case study of the practical knowledge of Chinese teacher volunteer who has been to Australia.This research which mainly uses the qualitative method is based on educational narrative,combining Z’s teaching blog with the related research materials such as lecture notes,teaching records,teaching plans and so on.Under the theoretical framework of teachers’ practical knowledge,the research object aims at exploring the development and ways of the practical knowledge of the teachers in one year.Furthermore,it also tries to record the dynamic process of novice Chinese teachers as comprehensively as possible.The study found that Z’s practical knowledge of teachers has undergone significant changes.It is reflected in the deeper understanding of self(such as the improvement of teachers’ self--efficacy),teaching,the students and the specific teaching environment and the improvement of Chinese teaching level.They are reflected through the teacher’s action formulas and classroom language.In order to clarify the dynamic process of teachers’ practical knowledge,this paper combines specific teaching cases with the theory of teachers’ practical knowledge to make the following analysis:PK(It refers to the original practical knowledge)-problem-situation-reflection during teaching practice-PK’(It refers to the newly generated practical knowledge");To enhance the persuasiveness of this article,the article exemplifies the generation oF the practical knowledge by the teaching feedback from the Australian teachers.the Chinese leader’s teaching assessment for Z and her success for winning the certificate for teachers of Chinese to speakers of other languages and so on.Finally,we analyse the paths of the generation of the practical knowledge according to the two following dimensions:on the one hand,we could construct different teacher communities and participate in the related teaching activities and so on.On the other hand,we could read the related books and make reflection by recording and writing teaching blogs and so on.The thesis not only provides a new perspective on Chinese teacher research,but also supplies new Chinese teachers who are going overseas to teach Chinese with "alternative experience".Moreover,it is also beneficial for teacher training organizations to seek for suggestion on training.