Concept of Teaching:the Impacts from School Field

Kan Wei Beijing Normal University

Abstract:The research employs the case study methodology.It focuses on one Chinese literature teacher based on the observation,interview and document reading,and intends to understand what factors impacted his conception of teaching in the background of curriculum reform in mainland China.

The study examines the features of conception of teaching and what factors impact on it,and particularly,after he graduated from the Normal University,his concept of teaching put emphasis on the learning process,positive learning attitudes and active participants in the classroom.

However,some factors impact on his conception of teaching.With the implementation of master and apprentice system,his master's idea deeply influence this teacher's conception of teaching and the pressure of school evaluation system and parents high expectation also impact on his performance in classroom.

Key words:conception of teaching,case study,school field,reflectivity

1 Introduction:

The concept of teaching is always embodied those teachers who entering into the classroom,making their lesson plans and interaction in the classroom.As Larsson (Larsson,1982) argues,the basic views on the teaching and process ultimately impact on the implementation and access its success.

According to the literature review on the concept of teaching,it is summarized by the various classifications.Typically,Kember (1997) finds five substantively different conceptions of teaching in education,while there maybe a great many variations in personal style.For instance,imparting information,transmitting structured knowledge,student-teacher interaction,facilitating understanding,and conceptual change/intellectual development.He then reduced these categories to a three level model based on teacher orientation.These were “teacher centred/content oriented”and “student centred/learning-oriented”with an intermediate category which he described as“student teacher interaction/apprenticeship”.

There are numerous studies on the conceptions of teaching,which could be searched more than thousand papers in academic searching engine.However,most of the theses only focus on the importance of changing it,which is regarded as the abstract notion,rather than a specific process.For example,some studies appeal that the new conception of teaching should cover the all-round development across the life span as substantive practical abilities,including information handling skills,abilities in their acquirement of information,analysis on problems and cooperation with others,inquire ability and practical operation and in their application linking with their creative capacities,problem-solving ability and mapping out the career (Liu,2000;Xu,2004;Cai,2007).

Meanwhile,the conception of teaching was understood by the integrated-notion which including the thinking ways,teaching process notion and assessment notion (Fu and Wang,2000;Zhang and Wang,2004) in abstract interpretation and generality.The studies (Gao,2000,2004;Wu,2002;An,2008) argue that teachers' concepts of teaching,as the static conception exist in the teachers' brain,could be changed through training programmes and their performances in the classroom would be dramatically transformed.Similar researches had been hardly resonated by the primary and secondary teachers (Fang,2006).

As Huberman and Middlebrooks (2000) found that there would be the dilution in the process of implementation of educational change,which described as dilemma of “easily understood but hardly to carry on”.Actually,we know little about how the context of social change,school culture and teachers' belief impact on their conceptions of teaching and how these notions changed in teachers' mind.Therefore,this paper attempts to how a Chinese literature teacher form her concept of teaching,which accommodated to the new curriculum reform in her daily work.The notion of teaching revealed in this case study is different with the other theoretical discussion and intends to provide reflectivity and experiences,rather than just repeating some current explorations on the teaching theories.

The concept of teaching is regarded as the basic views of teaching by teachers.Specifically,it is linked with the questions of essences of teaching,the ways of knowing,teaching practices and pupils' development (Wang,Pei and Cong,2002).Still,there are some debates on the concept of teaching,hence,there is no accurate definition on the conception of teaching so far but it is acceptable that essences of teaching,teaching activities and assessment are the three aspects involved into the concept of teaching.This notion is formed in the long term practices of teaching,in which is including teachers' perspectives on textbooks,pupils' learning and performances in the classroom.

However,we have little understanding of the nature of the concept of teaching comes from,how it originates or how its growth is most appropriately fostered.How do their existing contexts influence their performances in classroom and attitudes towards to pupils? What is the relationship between young teachers' concepts of teaching and their developing practice? Such questions are important to explore if we wish to improve the contribution teachers' professional development.This study attempts to reveal the teachers' responses since the implementation of the new curriculum reform,in particular,what are the features of the conception teaching under the social context,school culture and the influence of her pedagogic philosophy?

2 Research methodology

2.1 Research design

As a qualitative research,this case study focuses more on the responses of individual in the complex social context,particularly,analyses to those repeatedly occurred situations and the interactive factors which impact on the teachers' performances and development (Chen,2002).The aim of the qualitative research is not to find out the correct or wrong,the truth or the false,rather,it intents to figure out the characteristics of the concept of teaching and how the features developed in the school field.In order to answer these questions,it is necessary to completely understand teachers' performance in the classroom,learning and life thought the non-participant observation,interview and documents analysis.However,the quantitative research cannot deeply describe the concrete the teachers' experiences.Thus,the readers could access to the teachers' concept of teaching.

As which all research the important thing about the case study is that it is the collection of teachers' life story is systematically undertaken.The study's aim is to provide a picture of a certain Chinese literature teacher in her school context.In this way the interactions of events,human relationships and other actors are studied in a unique location.Although case study provides a single or multiple cases,it accesses to the better understanding of universal educational laws.Moreover,the researcher could obtain the rich examples (Yin,1993).

2.2 The setting

The school Mrs.Chen works is located in the downtown of Beijing.It was chosen as exemplifying the concept of teaching developed by the teachers who work in the non-elite schools context,which is different from those “key schools” service for those good performance pupils or middle class pupils.Typically,Mrs.Chen's school housed approximately 800 year 7 to year 9 of whom 90% were local residents.Most of these pupils' parents are public servants or staff of the government organization.

2.3 The participant:Mrs.Chen

Mrs.Chen,a 30-year-old female teacher,expressed her dream which intended to dedicate her life to the education in her blog.She discussed her beliefs on teaching and how her background of family helped her to devote herself to the teaching.Mrs.Chen spoke freely about the gaps between realities and her ideals but meanwhile,she said that she had learned to confront with the challenges of classroom and her dreams on “improving pupils understanding on life and knowledge” in the school context.

2.4 Data collection

The case study was utilized to gather three separate sources of text in order to understand Mrs.Chen's experiences.Through in-depth,semi-structured interviews as well as both written and oral reflection,Mrs.Chen is a young teacher who had been working for nearly 10 years,in which is an urban public school in Beijing.Compared with the other so-called “elite schools”,the achievements of pupils in this school Mrs.Chen works are just in the middle level.

Mrs.Chen got acquainted with the researcher as the project was carried out at the urban school.As the first teacher who possesses blog and always updates her experiences on internet,her experiences triggered the interests of the researcher.The researcher then decided to investigate her views and beliefs regarding in teaching.

Data were collected from three sources.The primary source of information comprised five 2-h interviews.Interview questions focused on Mrs.Chen's experiences and perceptions of teaching in this school.Several questions were asked to guide the interview,such as,“how to design the lesson plan?”“what are the difficulties and attainments in your teaching?”“how do you understand the essences of the teaching?” Simultaneously,school administrators and Mrs.Chen's colleagues,including deputy headteacher were interviewed.They were asked that the features Mrs.Chen's teaching and their impressions on her performances in the classroom.All interviews were audio-taped and transcribed.All names have been changed.

A second source of data consisted of reflections that Mrs.Chen wrote about her experiences during the week on her blog.As the first teacher who has blog,Mrs.Chen constantly communicates with the fellows in the website.His reflections,in which covers his lesson plan,classroom management and other school activates,resonated followers' response and their comments.The details of the blog reflection were to capture that had had a significant influence on Mrs.Chen.The focus could be conversations with pupils,aspects of her own teaching,or something that struck her about the understanding on teaching.

A third source of data consisted of weekly taped discussions and seminar in which Mrs.Chen took part,along with her colleagues.In these,Mrs.Chen discussed what she delivered in her class,or some reflections on teaching.These discussions took place on every Friday afternoon.The teachers had the chance to listen to and reflect upon each other's experiences as they discussed the as they discussed their reflections.

2.5 Data analysis

The analysis of the data started with a reading of Mrs.Chen's blog,her six transcribed interviews,and her discussions in the seminars.All the transcriptions or notes were summarized,indexed and highlighted.Then these texts were coded into key points of Mrs.Chen's understanding of teaching,which covered a wide range of information.The examination of Mrs.Chen's interviews and her blog suggested that the concept of “huanjing” (context,school field) was a useful one to understand her teaching.When asked about the kind of teacher Mrs.Chen thought she would become,she said:

“School context,you know,tries to shape your ideas on teaching.When I was still a novice teacher,each of us had master in a solemn ceremony,and then we followed our masters on making lesson plan,doing classroom observation and making classroom management.”

(Interview,26 May,2008)

“You have lots of designs on lessons or some inspirations about the pupils activities in the classrooms,but you have to consider that you are confronted with the reality of parents' requirements,pupils' performances in the exams.You know we teachers are surviving in the narrow opining between our ideals and reality.All in all,you are living in the school field.”

(Response to comments on her blog,11 June,2008)

Obviously,“context”“school field” are frequently used by Mrs.Chen when she refer to the contradictions between her perfections and pressures she is facing up.The researcher analyzed above transcriptions,coded specific experiences,re-examined the data,and began searching for common themes.It is obviously that “school field” for Mrs.Chen,connecting with school policies,influences of colleagues and interactions with pupils.And these factors affected Mrs.Chen's educational philosophy and her performances on the classroom.

3 Findings

a.Expert-novice system:school system impacting on young teachers' concept of teaching

Expert-novice system,or master-apprentice system is an unique system in many secondary schools in Beijing.Most of the young teachers,particularly novice teachers,have their own masters,who are in charge to support novices on the teaching.To Mrs.Chen,master teacher played important role when she was still a novice teacher.As Chen said in the interview:

“ ‘It is said that the apprentices should be diligent in learning by themselves once your master accept you’.In the early stage of working,I was given maximal feedback from my master and these constructive suggestions provided great helps on my lesson plans and classroom management...actually,my concept of teaching mainly comes from my master's guidance.Say,what are criteria for a good lesson? How to find new strategies that I can use for the pupils to learn in my classroom? To be honest,it is the apprenticeship that I know the teacher's prior concern with the methods of classroom discipline.”

(Interview,26 May,2008)

“The expert-novice system only lasts for three years to each master and apprentice.It's too shame that the time is too short as I really appreciate my master's helps,he openly discussed his teaching.Particularly,on classroom management,say,how to deal with discipline in classroom.As a highly qualified and reflective teacher,he taught me lots of aspects of teaching and practices.”

“My master,article on Mrs.Chen's blog (15 April,2008)”

Above interview indicated that when Mrs.Chen started her work in the school,her concept of teaching came from her master.At least,Mrs.Chen's master provided helps on the technical level of teaching.There is often pressure from the novice on the technical level of teaching,which is relatively easy to provide feedback of this type.Most new teachers,like Mrs.Chen,entered the school environment which emphasizes that teaching is a technical process,the complexity and problematic nature of teaching remain visible to Mrs.Chen,to her,the teacher's role is social controller and the master modeled the teaching process very effectively in his approach to her own teaching.

It could be argued that Mrs.Chen's master's greatest helps were assistances at the technical level,such assistance may have significant benefits to young teachers,like Mrs.Chen,as it effectively lined with and helped them clarify their overall development as a teacher.To novice teachers,the most important facet of school impacting was that it provides specific classroom strategies and mechanical skills of teaching to them.It thus supported Mrs.Chen with positive and holistic early experiences on her concept of teaching.

However,after couple of years,Mrs.Chen was reluctant to ask for advices from her master.As she said:

“Following master means that apprentice should do everything just like their masters in the classroom.But I prefer to supplement the standard curriculum with some creative activities,outside materials,and a variety of experiences related to the particular skills being taught.You know,it is important,at least to me,to try out my own ideas rather than ideas thought of by my masters...I would like to use a lot of my own ideas and concentrate on my lessons so they are effective,creative,and geared to the pupils.However,my master doesn't think so,you know,she'd like to say,well,the area I fell you most need to develop is finding the deep-rooted problems instead of being creative...(my master) says:I just want more of your lessons to be ordinary and fewer of you lessons to be so-called ‘creative’ ones.”

(Interview,7 June,2008)

Most of the Young teachers,as Mrs.Chen,expect to carry out the creative or unique activities in the classroom.But those experienced teachers emphasize the structures of the lesson and standardization of teaching more frequently than those young teachers.Therefore,to some extent,young teachers are frustrated by the expert-novice system which is the one of obstacles on developing their own concepts of teaching.

b.Assessment system:handcuffs on teachers' concept of teaching

The topic of assessment system was more prominent for Mrs.Chen's transcriptions.Three factors most prevalent in her discussions with colleagues were time and pacing.Mrs.Chen complained about time as a limited resource which must be carefully allocated and used in and outside the classroom.She noted that some creative activities were not accomplished because of test system constrains.For example,Mrs.Chen considered one creative writing assignment to be unsuccessful because:

“teaching is kind of guiding pupils interesting.But we haven't had time to carry out my design.When pupils started to learn enjoying short story,I tried to organize a seminar and let them make a group presentations on their “favorite story”,but you know,it seems that these kinds of beneficial and interesting activity has been cancelled due to the limited time! ”

Discussion on group work,7 May 2008

This comment illustrates the frustration Mrs.Chen expressed when time constraints and competing priorities for time allocation limited the possibilities for creative supplementary activities.

By Mrs.Chen's understanding,teaching means:

“to promote pupils involvement and learning.But in the classroom,rate is another important factor,in which was emphasized by the schools,by the exams.If you started too slow,or just want pupils to discuss or debate some problems,you are dead in the middle-term exams.You'll be questioned by headteacher,chief of teaching and researching group,even including some parents due to the low marks of their children.”

(Interview,9 June,2008)

To Mrs.Chen,problems arose when the teachers' design interfered with the pupils' learning.This view of pacing is reflected in her concept of teaching:ensuring the pupils' learning outcomes and their understanding the subject.As a result,Mrs.Chen had to adjust the pacing in the classroom.

c.Loose or tight behavior management and classroom control? School field requirements on teaching

Behavior management and classroom control were discussed as important aspects of teaching by Mrs.Chen.

“Pupils are required to learn in the quite context.But is it appropriate to the nature of pupils? ”

Discussions on the group working,13 June,2008

In the teachers' group discussion,pupils' behavior problems were discussed as factors contributing to successful teaching.With the introduction of the new curriculum ideas,the group discussion,inquire-based learning and comprehensive subjects are focuses on teachers' debates.As Mrs.Chen noted there are some changes challenged the current definition on teaching in the classroom.In her blog,she wrote,

“I don't worry any more about discipline problems.I tackle them as they come.”

“My classroom management,personal blog,27 May 2008”

Mrs.Chen's attitude and her loose management were self-confident but the school administrators did not agree with it.School preferred teachers work to implement a positive approach to management,utilizing tight classroom management rather than letting things drift.School,as Mrs.Chen pointed out:“teachers should make a big effort to reinforce children for their good behavior.” As school states:“good knowledge delivery is based on the good classroom context.”

4 Conclusions

Mrs.Chen's reflections,interviews and discussions about her understandings on the concept of teaching provide insight into teachers' conceptions of teaching.

In general,the school field had shaped Mrs.Chen's conceptions.Her teaching broke through master's standard of successful teaching which means structured lesson plan and tight classroom management.However,as Bernstein (1977) argued,traditional schools insist its collection codes.With a collection code,the period of teachers' socialization is facilitated by strong boundary maintenance both at the level of knowledge.Therefore,Mrs.Chen's master,her colleagues always emphasize the suitable organization of pupils,tight classroom management and discipline,which were benefits for the delivering of knowledge.

However,with the implementation of the new curriculum,Mrs.Chen attempted to foster pupils active participation,learning and positive affect.It is further characterized by efficient use of group discussions,loose classroom management.Obviously,this conception of teaching is a broader one than might be expected based on the school field.

As Bourdieu (1977) pointed out that within the school field,there exists autonomous pole that tends to be isolated and removed teachers from the rest of school.Meanwhile,the heteronomous pole of the same field attempts to bind up teachers very closely in relations with the rest of society.Within the field of school,instance,the autonomous pole would be associated with attitudes to teaching that are committed to help pupils explore and searching for the meaning of knowledge;or the view that the teaching is a way for nurturing their spiritual and intellectual growth within a supportive environment.

At the heteronomous pole,by contrast,we might find questions about Mrs.Chen's worries.We can use this distinction between heteronomous and autonomous discourses to map the way in which heteronomous forces—those associated with experienced teachers—are increasingly impinging upon the field of schooling.This is because Bourdieu's “double vision' recognizes that all concepts within a field,far from being static and complete unto themselves,are shaped by the tensions between autonomous and heteronomous forces.And it is apparent that heteronomous tendencies associated with the pressures from inside and outside of the school are increasingly impacting on teachers' concepts of teaching.Teachers are exposed to the traditional school assessment system,pressures from parents,including that of “benchmarking',“national testing' and “quality control' to measure efficiency and productivity and demonstrate the extent of their commitment to the spoon-feeding way of teaching.And on the other hand,teachers themselves are increasingly viewing traditional teaching as a good way.In a sense,these two trends have the effect of producing teachers and their experiences as “conservative teachers”.

Therefore,a person's significance within the field of schooling has an inverse relationship with their autonomy.That is,if educational change ignores effects of the field and seeks to maintain an autonomous approach to nurturing children's intellectual and spiritual growth,they are unlikely to have much authority or influence within the school system.

Young teachers entered into school field experience with similar conception of teaching,as reflected in Mrs.Chen's interviews.Despite differences in the realities of their teaching experiences,they maintained the similar conceptions of teaching.However,as the personal rethinking or explorations,for instance,Mrs.Chen became more confident in her ability to teach lessons that measure up to these conceptions.This evidence for changing conceptions of teaching supports Bernstein (1981) claim that teachers internalize models of teaching while they are students.Though there were lots of contradictions between reality and ideals in schooling,teachers always tried out their own ideas about teaching.They attempted to operationalize their concept of teaching but it was looked like a game between teachers and schools.In most of time,teacher had to compromise each other.In this school field,it is not surprising that young teachers' conceptions on teaching shaped and reshaped and some teachers,particularly to some experienced teachers,for instance,Mrs.Chen,her confidence in her ability to implement these conceptions increased.