Although there were many researchers applied heterogenous teaching in the same-course (HTSC) to explore the effect of individual differences on classroom teaching effectiveness, it was a way to promote teachers’ professional development and achieve educational equity in China. On the other hand, knowledge management practices could help to capture, codify and diffuse knowledge in a school. It could improve schools planning and management, and also help teachers acquire new knowledge and skills. In this process, teachers generally relied on discourse carrier to spread and exchange knowledge, and also use discourse as a tool to create new knowledge. Therefore, this study investigated novice teachers’ teaching practice and teaching reflection activities in the process of HTSC, explored novice teachers’ knowledge acquisition path, and the effect of discourse characteristics on their teaching effectiveness. The results showed that: (1) novice teachers’ discourse patterns were mainly divided into discourse output and discourse input, and there were different discourse patterns at different stages in the HTSC. (2) there was significant difference that novice teachers’ discourse temporal in teaching reflection activities, and their discourse length in the reflection for their own teaching behavior was significantly longer than that of for the expert teachers’. (3) The novice teachers’ teaching effectiveness would be positively predicted by their evaluation of their own initial teaching behavior and the discourse length during teaching reflection activities. These results have implications for novice teachers’ professional growth and knowledge creation.

Полный текст