Novice Teachers' Teaching Practices from the Perspectives of Expert Teachers in the Chinese Vocational Education Context

Autor/inn/en	Jin, Xinglin; Shi, Weiping
Titel	Novice Teachers' Teaching Practices from the Perspectives of Expert Teachers in the Chinese Vocational Education Context
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 5, S.719-728 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00689-8
Schlagwörter	Foreign Countries; Beginning Teachers; Novices; Expertise; Master Teachers; Feedback (Response); Educational Practices; Vocational Education; Opinions; Teacher Improvement; China + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Expert appraisal; Bildungspraxis; Ausbildung; Berufsbildung; Lehrmeinung
Abstract	Novice teachers' teaching practices have been studied widely, however, perspectives of expert teachers are missing from these studies. This study explores expert teachers' opinions on novice teachers' teaching practice by analysing three main components (problem, solution, and reasoning) of expert teachers' feedback. The thematic analysis was used to analyse 29 feedback sessions between novice and expert teachers. After a bottom-up categorization, we generated 4 problem themes, 7 solution themes, and 4 reasoning themes. The most commonly mentioned problem, solution, and reasoning themes were, respectively, "teaching performance", "include more variety of activities and materials", and "students' characteristics". The connections between problem, solution and reasoning show that problem themes "teaching performance" and "materials and assignments", solution theme "improve teachers' knowledge or ability", and reasoning theme "students' characteristics" are most commonly connected to other feedback components. It indicates the importance of these themes in improving teachers' teaching practices. Finally, suggestions were provided for policymakers, school leaders, and the TPD programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01