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Concept of Teaching the Impacts from School Field（第2页）

&-em:simpayoungteachers'ceptofteag

&-em，ormaster-appreemisaeminmanysedarysBeijing。Mostoftheyouioviceteachers，havetheirownmasters，whoareiosupporthetears。，masterteacherplayedimportantrolewheillaeacher。Assaidierview:

“‘Itissaidthattheapprenticesshouldbediligentinlearningbythemselvesonasteracceptyou’。Iage，Iwasgivenmaximalfeedbaasteraructivesuggestireathelpsonmylessonplansandent。。。actually，myceptoftealyaster'sguidaarecriteriafoodlesson?HowtofiegiesthatIuseforthepupilstolearninmy?TobehoistheappreIkeacher'spriorwiththemethodsofdise。”

（Interview，26May，2008）

&-emonlylastsforthreeyearstoeachmastera'stooshamethatthetimeistooshortasIreallyappreciatemymaster'shelps，heopenlydiscussedhisteag。Partient，say，howtodealwithdis。Asahighlyqualifiedaeacher，hetaughtmelotsofaspectsofteadpractices。”

“Mymaster，artirs。'sblog（15April，2008）”

&erviewiwheedherworkintheschool，herceptofteagaster。Atleast，Mrs。asterprovidedhelpsoeicallevelofteag。Thereisofteheeicallevelofteag，whichisrelativelyeasytoprovidefeedbackofthistype。Mosteachers，likeMrs。teredthesvirowhichemphasizesthatteagisateicalprocess，theplexityaureofteagremaioMrs。，toher，theteacher'sroleissotrolleraermodeledtheteagprocessveryeffehisapproachtohero>

ItcuedthatMrs。aster'sgreatesthelpswereassistaheteicallevel，suchassistancemayhavesignifiefitstoyoungteachers，likeMrs。，asiteffectivelylihahemclarifytheiroveralldevelopmeohemostimportaofspagrovidesspecifistrategiesandmeicalskillsoftea。ItthussupportedMrs。withpositiveandholisticearlyexperieofteag。

&errs。wasreluttoaskforadviaster。Asshesaid:

“Followihatapprenticeshoulddjustliketheirmastersinthe。ButIprefertosupplemeandardcurriculumwithsomecreativeactivities，outsidematerials，ayofexperieotheparticularskillsbeingtaught。Youknow，itisimportaome，totryoutmyowherthahoughtofbymymasters。。。Iwouldliketousealotofmyownideasaeonmylessonssotheyareeffective，creative，ahepupils。However，mymasterdoesn'tthinkso，youknow，she'dliketosay，well，theareaIfellyoumostodevelopisfindiedproblemsinsteadofbeiive。。。（mymaster）says:Ijustwantmoreofyourlessonstobeordinaryandfewerofyoulessonstobeso-called‘creative’ones。”

（Interview，7June，2008）

MostoftheYoungteachers，asMrs。，expecttocarryoutthecreativeoruiesinthe。Butthoseexperieeachersemphasizethestructuresofthelessonandstandardizationofteagmorefrequentlythaeachers。Therefore，tosomeextent，youngteachersarefrustratedbytheexpert-emwhichistheoadevelopingtheiroweag。

b。Assessmentsystem:handteachers'ceptofteag

&opientsystemromiforMrs。'stranss。Threefaostprevalentinherdisswithcolleaguesweretimeandpag。Mrs。plaiimeasalimitedresourcewhichmustbecarefullyallodusedinahe。Shesomecreativeactivitieslishedbecauseoftestsystems。Forexample，Mrs。sideredoivewritingassigobeunsuccessfulbecause:

“teagiskindofguidingpupilsiwehaven'thadtimetoydesign。Whenpupilsstartedtolearnenjoyingshortstory，Itriedtanizeasemihemmakeagrouppresentationsontheir“favoritestory”，butyoukhesekindsofbenefidiivityhasbeeothelimitedtime!”

Disgroup>

ThisentillustratesthefrustrationMrs。expressedwheraintsaingprioritiesfortimealloitedthepossibilitiesforcreativesupplementaryactivities。

ByMrs。'suanding，teas:

“topromotepupilsiandlearning。Butinthe，rateisaantfahasizedbytheschools，bytheexams。Ifyoustartedtooslow，orjustilstodiscussordebatesomeproblems，youaredeadiermexams。You'llbequestioeacher，chiefofteadresearggroup，evenineparehelowmarksoftheir。”

（Interview，9June，2008）

ToMrs。sarosewheeachers'desighthepupils&#。Thisviewofpagisrefleherceptofteasuringthepupils&#outesandtheirua。Asaresult，Mrs。hadtoadjustthepathe。

c。Lhtbehaviementandtrol?Schoolfieldrequirementsonteag

BehaviementandtrolwerediscussedasimportaeagbyMrs。。

“Pupilsarerequiredtolearetext。Butisitappropriatetothenatureofpupils?”

Dissonthegr，13June，2008

Ieachers'groupdis，pupils'behaviorproblemswerediscussedasfatributingtosuccessfulteag。Withtheintroduofthenewcurriculumideas，thegroupdisquire-basedlearningandprehesarefoteachers'debates。AsMrs。otedtherearesomegesgedthetdefinitiononteathe。Inherblog，shewrote，

“Idon'tworryadiseproblems。Itacklethemastheye。”

“Myent，personalblog，27May2008”

Mrs。'sattitudeandherloosemawereself-tbutthesinistratorsdid。Schoolpreferredteaplementapositiveapproaent，utilizingtightehahingsdrift。Srs。tedout:“teaakeabigefforttoreinforcefoodbehavior。”Asschoolstates:“goodknowledgedeliveryisbasedonthegoodtext。”

4s

Mrs。'srefleterviewsanddissaboutheruandiofteagprovideinsightintoteachers'softeag。

&heschoolfieldhadshapedMrs。'ss。Herteagbrhmaster'sstandardofsuccessfulteagwhisstructuredlessonplanandtightent。However，asBernstein（1977）argued，traditionalssistitscodes。Withacode，theperiodofteachers'socializationisfacilitatedbystrongboundarymaithelevelofkherefore，Mrs。aster，hercolleaguesalhasizethesuitableanizationofpupils，tightentanddise，whichwerebesforthedeliveringofknowledge。

&htheimplementationofthenewcurriculum，Mrs。attemptedtofosterpupilsactiveparti，learningandpositiveaffect。Itisfurthercharacterizedbyeffituseofgroupdiss，loement。Obviously，thisofteagisabroaderohaedbasedontheschoolfield。

AsBourdieu（1977）poihatwithintheschoolfield，thereexistsautonomouspolethatteedaeatherestofseaeronomouspoleofthesamefieldattemptstobindupteachersveryrelationswiththerestofsociety。Withinthefieldofsstaonomouspolewouldbeassociatedwithattitudestoteagthatareittedtohelppupilsexploreandseareaningofkheviewthattheteagisawayftheirspiritualaualgrowthortivee。

Attheheteronomouspole，bytrast，wemightfiionsaboutMrs。'sworries。Weusethisdistieronomousandautonomousdisapthewayieronomousforces—thoseassociatedwithexperieeachers—areinglyimpinginguponthefieldofsg。ThisisbecauseBourdieu's“doublevisiallceptswithinafield，farfrombeingstatipleteuntothemselves，areshapedbytheteonomousaeronomousforditisappareeronomoustendenciesassociatedwiththepressuresfromisideoftheschoolareinglyimpateachers'ceptsofteag。Teachersareexposedtothetraditionalsentsystem，pressuresfromparents，ingthatof“beng'，“natioing'and“qualityeasureeffidproduddemoementtothespoon-feedingwayofteadoeachersthemselvesareinglyviewingtraditionalteagasagoodway。Iwotreheeffectteadtheirexperiencesas“servativeteachers”。

Therefore，aperson'ssighefieldofsghasaionshipwiththeirautonomy。Thatis，ifedualoreseffectsofthefieldaomaintainanautonomousapproaurturing'siualandspiritualgrowth，theyareuohavemuchauthorityorihes。

Youeredintoschoolfieldexperiehsimilarofteag，asrefleMrs。'siediffereherealitiesexperieaihesimilarsofteag。Hoersorexplorations，forinstance，Mrs。becamemoretiytoteaeasureuptotheses。ThisevidencefsofteagsupportsBernstein（1981）claimthatteaternalizemodelsofteagwhiletheyarestudents。Thoughtherewerelotsoftradisbetweeyandidealsinsg，teachersalwaystriedouttheirowteag。Theyattemptedtooperatioheirceptofteagbutitwaslookedlikeagamebetweenteadsostoftime，teacherhadtoiseeachother。Inthisschoolfield，itisnthatyoungteachers'sonteagshapedandreshapedaeachers，partieexperieeachers，forinstance，Mrs。，herherabilitytoimplemeionsincreased。