Teachers' Personal Practical Theory Of Narrative Inquiry

The educational reform is overwhelming and the educational theory is prosperous, and we discuss a lot about the question of "how the teacher should do", but we will lose our standing point even ignore the reality if we just put our emphasis or overemphasis on "should do". This paper employs the narrative inquiry approach, and put eyes on the situation of the teacher's daily life, including their behaviors, conditions, andmakes an attempt to dig out the belief that teacher believes in.......theteacher's personal practical theory, because it sifts all the policies, theories, and training materials and then the productions of the filter will affects teachers. It incarnates the real education, and it is the standing point of the teacher education.This paper has no intention to put forward the ubiquitous educational principles, but has the intention to look for the educational significance in the situation. Against the way so called "top to down" by which most of the educational study deduct the certain theory, this paper prefers to use the collaboration of the way of "top to down "and the way of "bottom to up", but the preferable way is "bottom to up": I go near the world of the teacher's life, listen to the voice of the teacher, I make an attempt to keep the teacher's real situation, motion, chance and feeling, I welcome to invite readers to give an ear to their stories and understand the teacher's personal practical theory, also, expect me to do tiny but deep-ground task for verbalism in the educational study by standing the position on the Chinese reality.This paper tells six teachers' stories to make the expectation of understanding to the different educational background, teaching experience, teaching courses, especially different comprehension to the educational theory as result to understand the distinguish and uniform between personal practical theory. In the final of this paper, I make an analysis from the perspective of the relation of man and knowledge, thus to find it seems for the personal practical theory that the sequence is gradually formed by the way of "vacillating and extremity-- plus-dynamical transformation", and the process of this way is incarnated among the different teachers.This paper finds that the main factor that affects the formation and the change of the teacher's personal practical theory is "the practical factor", but training-theory has almost little affect, it implies that the teacher's personal practical theory suffers un-criticized.The teacher's professional development does not accord to the general mode showed by the certain theory. If we change our views on the requirement to the educational theories, regard them as the tools by which we can open our horizons, deepen our understanding, impel us to reflect; if we take care our dream based on the reality, the teacher's personal practical theory becomes the possibility to make the question and the hypothesis, and criticize and improve their experience based on others' experiences and theories, then, the growth of the teacher becomes a process of full of reasonable and self-realizing life experience, instead of the process of obliged and forced and passive life experience. This is the indeed the possibility of the approach that the growth of the teacher will happen. Above are my suggestions on renovation of the personal practical theory.The way of narrative inquiry, as the theoretical form of the educational experience, has the unique advantages in the understanding and improvement of the teacher's personal practical theory, such is incarnated in this paper.