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