从实习到入职:新手教师班级管理的实践性知识建构及启示

On the Construction of Practical Knowledge about Class Management of A Novice Teacher and Its Enlightenment

本文通过质性研究方法,对一位新手教师从实习到入职在班级管理方面的实践性知识建构的过程进行深刻剖析,揭示了实习中开始萌芽的实践性知识对于教师成长的意义。从知识形态看,该新手教师的实践性知识的获得经历了结合化、内化、社会化、外化的连续过程,表现出主体性、情境性、反思性和信念化等特征。案例启示我们:应正视实践性知识及其研究的复杂性,深挖实践性知识对教师成长的意义;完善相关的培养制度,特别是指导教师制度,增加实习生和新手教师发展实践性知识的可能性和能力;激发实习生与新手教师的反思潜质,促使其实践性知识的生成,为他们跨越理论与实践的鸿沟提供可能。

Based on qualitative research, this paper presents the process of the construction of practical knowledge （PK） about class management of a novice teacher, which uncovers the significance of PK sprouting in internship experience to the teachers＇ development. From the perspective of knowledge pattern, the PK of the novice teacher goes through the continuous process of combining, internalizing, socializing and externalizing, in which the PK shows the characteristics of subjectivity, dynamics, reflexivity, and being as belief. Finally, suggestions about how to improve teacher education are provided, inclu- ding facing the complexity of PK and the study about them to deepen their significances to the teachers development, impro- ving the relative institution, especially the tutorial system, to stimulate the potential of student teachers and novice teachers to reflect PK in field, and learning to use and accumulating one＇ s own PK to bridge the gap of practice and theory.