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Concept of Teaching the Impacts from School Field（第1页）

ceptofTeag:theImpaSchoolField

KanWeiBeijingNormalUy

Abstract:Theresearchemploysthecasestudymethodology。Itfooureteacherbasedoion，interviewareading，aouandactedhisofteathebadofcurriainlanda。

&udyexamiuresofofteadait，andparticularly，afterhegraduatedfromtheNormalUy，hisceptofteagputemphasisonthelearivelearningattitudesaithe。

However，somefapahisofteag。Withtheimplementationofmasteraicesystem，hismaster'sideadeeplyieacher'softeadthepressureofschoolevaluationsystemashighexpepahisperforman。

Keywords:ofteag，casestudy，schoolfield，reflectivity

1Introdu:

&ofteagisalwaysembodiedthoseteacherswhintotheakingtheirlessonplansaioninthe。AsLarsson（Larsson，1982）argues，thebasitheteadprocessultimatelyimpaplementatiossuccess。

Agtotheliteraturereviewoofteag，itissummarizedbythevariousclassifis。Typically，Kember（1997）fiivelydiffereionsofteaedu，whiletheremaybeagreatmanyvariatioyle。Foriinginformation，transmittingstruowledge，studeera，faguanding，aualtellectualdevelopmehehesecategoriestoathreelevelmodelbasedoatioeatredtorieuderedlearhaegorywhichhedescribedas“studeeraapprenticeship”。

Thereareudiesoionsofteag，whichcouldbesearchedmorethanthousandpapersinacademigeofthethesesonlyfoportangingit，whichisregardedastheabstra，ratherthanaspecificprople，somestudiesappealthattheionofteagshouldcovertheall-rouacrossthelifespanassubstaicalabilities，informationhandlingskills，abilitiesintheiratofinformation，analysisonproblemsaionwithothers，iyandpracticaloperationandintheirapplikingwiththeircreativecapa-solvingabilityandmappingoutthecareer（Liu，2000;Xu，2004;Cai，2007）。

&heofteagwasuoodbytheiionwhigthethinkingrootionotion（FuandWang，2000;ZhangandWang，2004）inabstraterpretatiohestudies（Gao，2000，2004;Wu，2002;An，2uethatteachers'ceptsofteag，asthestatiexistieachers'brain，couldbegedthrprogrammesandtheirperformahewouldbedramatisformed。Similarresearcheshadbeenhardlyresoheprimaryaeag，2006）。

AsHubermanandMiddlebrooks（2000）foundthattherewouldbethedilutionintheproentatioionalge，whichdescribedasdilemmaof“easilyuoodbuthardlyto”。Actually，wekhowthetextofsoge，schooldteachers'beliefimpatheirsofteadhowthesenotioeaihispaperattemptstohowaeseliteratureteaherceptofteag，whiodatedtothenewcurriinherdailywork。Thenotionofteagrevealedinthiscasestudyisdifferentwiththeothertheoreticaldisdioproviderefledexperiehaiexploratioeagtheories。

&ofteagisregardedasthebasicviewsofteagbyteachers。Specifically，itislihequestioeag，thewaysofknoradpupils'development（eiandg，2002）。Still，therearesomedebatesoofteace，thereisnoaccuratedefinitioionofteagsofarbutitisacceptablethatesseeagactivitiesaarethethreeaspevolvediofteag。Thisnotioheloicesofteawhigteachers'perspetextbooks，pupils&#andperformahe。

However，wehavelittleuandiureoftheceptoftea，hinatesorhowitsgrowthismostappropriatelyfostered。Howdtextsiheirperformanandattitudestoupils?Whatistherelatioweenyoungteachers'ceptsofteadtheirdevelopingpractice?Suportanttoexploreifwewishtoimprovethetributionteachers'professiohisstudyattemptstorevealtheteachers'respoheimplementationofthenewcurri，inparticular，whatarethefeaturesoftheteaderthesotext，schooldtheinfluenceicphilosophy?

2Researchmethodology

2。1Resear

Asaqualitativeresearch，thiscasestudyfocusesmoreontheresponsesofindividualintheplexsotext，partialysestothoserepeatedlyoccurredsituatioivefactorswhichimpatheteachers'performanddevelopmeheaimofthequalitativeresearottofi，thetruthorthefalse，rather，itiofigureoutthecharacteristicsoftheceptofteadhowthefeaturesdevelopedintheschoolfield。Ioaions，itisopletelyueachers'performahe，learningathenon-partitobservation，interviewasanalysis。However，thequantitativeresearotdeeplydescribethecretetheteachers'experiehereaderscouldaccesstotheteachers'ceptofteag。

Aswhichallresearchtheimportantthingaboutthecasestudyisthatitistheofteachers'lifestoryissystematidertakeudy'saimistoprovideapictureofaeseliteratureteaherstext。Inthiswaytheiios，humaionshipsaorsarestudiediion。Althoughcasestudyprovidesasiiplecases，itaccessestothebetteruandingofuionallaws。Moreover，theresearchercouldobtaintherichexamples（Yin，1993）。

2。2Thesetting

Thesrs。worksislothedowntowwasasexemplifyiofteagdevelopedbytheteacherswhoworkiestext，whichisdifferentfromthose“keyschools”servicefoodperformancepupilsormiddleclasspupils。Typically，Mrs。'sschoolhousedapproximately800year7toyear9ofwhom90%werelocalresidents。Mostofthesepupils'parentsarepublitsorstaffoftheganization。

2。3Thepartit:Mrs。

Mrs。，a30-year-oldfemaleteacher，expressedherdreamwhidedtodedicateherlifetotheeduherblog。Shediscussedherbeliefsonteadhroundoffamilyhelpedhertodevoteherselftotheteag。Mrs。spokefreelyaboutthegapsbetweeiesameahatshehadlearotwiththegesofandherdreamspupilsuandingonlifeahestext。

2。4Data

&udywasutilizedtogatherthreeseparatesourcesoftextiouandMrs。'sexperiehroughiuredinterviewsaswellasbothwrittenaion，Mrs。isayoungteacherwhohadbeenwfornearly10years，inublicsBeijiheotherso-called“eliteschools”，theatsofpupilsinthissrs。worksarejustinthemiddlelevel。

Mrs。gotatedwiththeresearcherastheprojectwascarriedoutattheurbanschool。Asthefirstteacherwhopossessesblogandaldatesherexperieer，herexperieriggeredtheiheresearcher。Thereseardecidedtoieherviewsandbeliefsregardinginteag。

Datawerecollethreesources。Theprimarysourationprisedfive2-hierviewquestionsfors。'sexperiendpersofteathisschool。Severalquestiooguidetheinterview，suchas，“howtodesignthelessonplan?”“whatarethediffidattaisiny?”“howdoyouuheesseheteag?”Simultaneously，sinistratorsandMrs。'scolleagues，ingdeputyheadteacherwereiheywereaskedthatthefeaturesMrs。'steadtheirimpressionsonherperformahe。Allintervieedandtranscribed。Allnameshavebeenged。

Asedsourceofdatasistedofreflers。wroteaboutherexperiengtheweek。Asthefirstteacherwhohasblog，Mrs。stantlyuhefellowsie。Hisreflewhichcovershislessonplan，entandotherschoolactivates，resonatedfollowers'respoheireailsoftheblogrefleturethathadhadasignififluenrs。。Thefocuscouldbeversationswithpupils，aspectsofherownteaethingthatstruckherabouttheuandingonteag。

AthirdsourceofdatasistedofeddissandseminarinwhichMrs。twithhercolleagues。Inthese，Mrs。discussedwhatshedeliveredinhererefleteag。ThesedisstookplaeveryFridayaftereachershadthecetolistentoaupoher'sexperieheydiscussedtheastheydiscussedtheirrefles。

2。5Dataanalysis

TheanalysisofthedatastartedwithareadingofMrs。'sblog，hersixtraerviews，andherdissintheseminars。Allthetranssornotesweresummarized，indexedandhighlighted。ThesweretokeypointsofMrs。'suandingofteag，whichcoveredawiderangeofinformatioionofMrs。'sinterviewsandherblogsuggestedthattheceptof“huanji，schoolfield）wasausefuloaeaaskedaboutthekindofteacherMrs。thoughtshewouldbee，shesaid:

“Stext，youkoshapeyourideasonteaIwasstillaeacher，eachofushadmasterinasolemny，andthenwefollowedourmastersonmakinglessonplan，doingobservationandmakingent。”

（Interview，26May，2008）

“Youhavelotsofdesignsonlessoionsaboutthepupilsactivitiesinthes，butyouhavetosiderthatyouaretedwiththerealityofparents'requirements，pupils'performaheexams。Youkeachersaresurvivinginthenarrowopiweenouridealsay。Allinall，yintheschoolfield。”

&oents，11June，2008）

Obviously，“text”“schoolfield”arefrequentlyusedbyMrs。sherefertothetradisbetweeionsandpressuressheisfagup。Theresearalyzedabovetranss，codedspecifices，re-examia，andbegansearoisobviouslythat“schoolfield”forMrs。egwithschoolpolifluencesofcolleaguesaionswithpupils。AorsaffectedMrs。'sedualphilosophyandherperformahe。

3Findings