Research on Rapidly Enhancing Teaching Skills for Novice 
Teachers from Non-Education Majors within the Framework
of Practical Knowledge

Gefeng Yang

doi:10.70711/wef.v3i7.8535

Research on Rapidly Enhancing Teaching Skills for Novice Teachers from Non-Education Majors within the Framework of Practical Knowledge

Gefeng Yang

Abstract

The full implementation of the teacher qualification examination system has enabled many non-education graduates to enter the
teaching profession, but they often face teaching skill adaptation difficulties post-employment. Based on teachers' "practical knowledge"
theory, this study constructs a rapid improvement pathway model with four core dimensions: "clinical training, collaborative lesson preparation, microteaching practice, and action reflection", following a three-stage spiral progression: "imitation and internalisation", "integration and
innovation", and "conscious generation". It emphasizes practical knowledge generation and internalisation through structured reflective professional training in real teaching contexts, offering theoretical and practical support for shortening their professional adaptation period.

Keywords

Non-education majors; Novice teachers; Practical knowledge; Teaching skills; Professional development pathways

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References

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DOI: http://dx.doi.org/10.70711/wef.v3i7.8535

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