Research On The Development Of Practical Knowledge Of Novice Teachers Under The "mentor And Apprentice Help"

As an important way to promote the professional development of new teachers,the "Mentoring" has been widely implemented and achieved some results.Practical knowledge is formed by teachers through observation,imitation,perception and reflection in practice.It can guide and apply to educational life and teaching practice.It reflects teachers' comprehension and application about disciplines,students and situations.As the carriers of practical knowledge,teachers' ‘words and deeds' is an effective way to achieve this tacit knowledge transfer.It helps the new teachers to adapt to the work of teachers as soon as possible and improve their teaching ability and level.By selecting a pair of teachers and apprentices from S High School in Y City as a case study,this paper explores the real development process of practical knowledge of new teachers under the ‘Mentoring' by using qualitative research methods such as narration and deep description.This study divides practical knowledge into two dimensions: external control and internal control.The former includes strategic knowledge,interpersonal knowledge and situational knowledge,while the latter includes self-knowledge,educational beliefs and critical reflection ability.Before the "Mentoring",the beginning teacher had some practical knowledge,and produced the demand for efficient lesson preparation,the use of teaching time,and the handling of unexpected problems.Because of the embeddedness of the knowledge of the beginning teacher.During the procession,the expert teacher use the way of "exposing problems-virtual situation guidance-returning to the real situation" to convey to the beginning teacher about self-awareness,reflective ability,strategic knowledge and interpersonal knowledge;after the guidance of the old teachers,the demand of practical knowledge before "Mentoring" had been achieved,be able to carry out teaching work in an orderly manner according to their own comprehension and grasp certain measures to deal with classroom problem behaviors and emergencies,can better coordinate interpersonal relationships with colleagues and students,accompanied by self-awareness,educational beliefs and critical reflection ability and other aspects of growth and development.In the process of "mentoring",the knowledge potential difference between the new and old teachers and the newteachers' own understanding influence the whole guiding process,and promote the new teachers' own understanding of the content,so as to make them better adapt to the new working environment.Through the analysis of cases,this paper sums up the generation model of practical knowledge of the beginning teachers in the whole process of "Mentoring".This paper through a vivid case to help more teachers understand the importance of practical knowledge,and consciously systematize the experience gained in practice,so that more people can undersatand the expert teacher how to help the novice teacher selflessly,and promoting improvement of teachers' professional level continuously.