The Research On The Development Of Pre-service Teacher's Practical Knowledge

Knowledge is always the nucleus of teacher professional development. Currently,proposing the concept of TEACHER'S PRACTICAL KNOWLEDGE, practicalknowledge's been wide-accepted among the academy as a basis for teacher's development,a notable change is seen that the 'practical' orientation of teacher's development to be theresearch hotspot. Under such context, how's PRE-SERVICE EDUCTION react to this?Should teacher's practical knowledge development be a theme which teacher pre-servicetraining has to face to? This study is right in accordance with the question mentioned above.As for the viewpoint in this study, pre-service teacher education also involves training withpractical knowledge as a basis to boost teacher's specialism. Due to certain problems existwhile implement curriculum and teaching, and the potential that pre-service teachereducation cultivating and developing practical knowledge for normal college student is notfully revealed, as such, to facilitate practical knowledge development for pre-serviceteacher will has a substantial connection with a reform on current pre-service teachereducational mechanism.The study should starts at defining the attribution of practical knowledge. In terms oftheory of knowledge evolution, a knowledge concept has been turning from pursuingobjectivity and universality to worship culture and construction, which giving the practicalknowledge a status with justice. The study believes that practice knowledge, differs fromtheory knowledge, aiming at 'inside virtue' and creating a path through interaction betweenaction and reflection, mainly presented by tacit knowledge in a non-propositional form.Therefore, to investigate the way which practical knowledge come into being will be atopic for further discussions. From philosophical epistemology, learning theory andsociology perspective, this study explains and analyzes a various factors affecting teacher'spractical knowledge development, as well as the reason why it takes effect.So a further research will focus on 'solving problem'. The first step is an inspection on the present status of pre-service teachers' practical knowledge. The author takespre-service teachers of Suzhou University as the research object, selects teaching practicefor the study scene and implements an in-depth research on various dimensions of thecontents of the pre-service teachers' practical knowledge and the dynamic developmentduring teaching practice. Furthermore, on the basis of problem analysis of the currentpre-service teachers learning, through sorting out the historical practice of pre-serviceteacher education, we should pose out that the teacher's education should reexamine therelationship between theory and practice, then upgrade pre-service teachers as learningsubjects, re-design pre-service teachers' learning by situated learning.As a response to 'how to develop practical knowledge of pre-service teachers', thisstudy proposes that in a basic framework of the existing teacher training, a case-basedcurriculum learning and an on-site learning in terms of teaching practice should serve asdeveloping practical knowledge of pre-service teachers. As for curriculum learning,adopting case-based teaching so that deliver student a simulated teaching practicecircumstance provided by expert teacher, plus, facilitate student to be in 'a real learning',help them to experience expert thinking and to initial construct their practical knowledge.In specific implementation, a particular emphasis will be paid on the imagery thinking ofpre-service teachers training. While learning based on-site educational practice, theyshould attach importance to the help of community supports, developing a 'practical sense'and an ability to reflect on the action for trainee teacher.As the central conclusions of this study, we believe that teacher education as anexternal intervention to promote the professional development of teachers, must be carriedout in practice (through the case-practice rendering and real practice participation) throughthe teachers' individual understanding as an intermediary, as such, teachers' practicalknowledge should be only possible to self-develop if it's with supports both fromemotional experience and from rational thinking.