How Teachers Develop: A Depiction and Analysis Based on Experiential Learning Circle Theory

doi:10.16382/j.cnki.1000-5560.2024.02.003

Abstract

Abstract:

In order to comprehensively understand and promote the change of teachers, it is necessary to deeply portray the process of the change of teachers. This study used epistemic network analysis and cross-lagged analysis to analyze big data on classroom teaching behaviors and practical knowledge of 41 teachers who had participated in a complete experiential learning circle in the COP program for a total of 4 semesters over 2 years, and obtained the evolutionary patterns of teachers’ change based on the experiential learning circle. It was found that there was a definite causal relationship between the knowledge components of teachers’ practical knowledge, such as educational beliefs, reflective knowledge and self-knowledge, and key teaching behaviors related to innovative changes in teaching, such as teachers encouraging students to ask questions and teachers asking high-order thinking questions. The evolution of practical knowledge as an internal characteristic of the change of teachers went through three stages: competitive coexistence, synergistic complementation, and synergistic transformation, while the teaching behaviors of encouraging students to ask questions and asking higher-order thinking questions as external characteristics of the change of teachers went through a quantitative change process from less to more. Practical knowledge and classroom teaching behaviors together as the internal cause of teachers’ change were the basis of teachers’ change, while the big data evidence-based course research support services provided by university researchers were the external cause of teachers’ change and constituted the conditions for teachers’ change, and the external cause induced the change of teachers through the internal cause.

Key words: teacher professional development, the change of teacher, practical knowledge, teaching behavior

Lu Wang, Ruxia Ma, Le Peng. How Teachers Develop: A Depiction and Analysis Based on Experiential Learning Circle Theory[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 30-45.

Figures/Tables 12

References 0

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实践性知识	阶段	均值	显著性（双尾）
教育信念	具体经验获取阶段	0.024683	0.000^***
教育信念	积极实践阶段	0.118291	0.000^***
自我知识	具体经验获取阶段	0.045720	0.000^***
自我知识	积极实践阶段	0.150169	0.000^***
人际知识	具体经验获取阶段	0.025008	0.000^***
人际知识	积极实践阶段	0.071687	0.000^***
策略知识	具体经验获取阶段	0.024686	0.000^***
策略知识	积极实践阶段	0.112781	0.000^***
情境知识	具体经验获取阶段	0.029202	0.000^***
情境知识	积极实践阶段	0.074437	0.000^***
反思性知识	具体经验获取阶段	0.069996	0.000^***
反思性知识	积极实践阶段	0.202403	0.000^***

比较阶段	X维度			Y维度
比较阶段	均值	t值	p	均值	t值	p
具体经验获取阶段	0.90	5.04	0.00^**	0.19	3.95	0.00^**
积极实践阶段	?0.33	5.04	0.00^**	?0.50	3.95	0.00^**

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[2]	Lu Wang, Ruxia Ma, Le Peng. Characteristics of Different Teacher Groups’ Teaching Behavior Improvement Based on Experiential Learning Cycle [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(2): 61-74.
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