&-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。