On The Composition Of Teacher's Personal Knowledge And Its Development

In this thesis, the author, by applying the approaches of theoretical analysis, quantitative and qualitative research methods, regarding more than 800 teachers in middle and primary schools as research objects,explores the composition, application and acquisition of teacher's personal knowledge.Teacher's personal knowledge refers to a comprehensive knowledge, which is held by an individual teacher who is engaged in teaching, and which may play a key role in teaching. This knowledge is different from teacher's knowledge, namely knowledge of teachers' group in general sense, and teacher's personal knowledge closely related to teaching contexts within the scope of practical knowledge. It includes public explicit knowledge, public implicit knowledge, personal explicit knowledge and personal implicit knowledge held by an individual teacher.In this thesis, the applications of teacher's personal knowledge in different teaching contexts such as teaching design, classroom teaching, class management and teaching evaluation are explored. It concludes that various kinds of knowledge can be applied in different teaching contexts. However, relatively speaking, more explicit knowledge is applied by teachers in the teaching context of teaching design and evaluation for students; while more implicit knowledge is used in the teaching context of classroom teaching and class management. As far as teacher's quality is concerned, there is no much difference between primary teachers and middle school teachers in terms of application of various kinds of knowledge in different teaching contexts. Compared with key teachers, ordinary teachers score more in terms of the application of implicit kind of knowledge in the teaching context of teaching design, classroom teaching and class management. In terms of the length of teaching, newly-recruited teachers have stronger awareness of the application of public implicit knowledge. Compared with newly-recruited teachers, teachers with more than 3-5-year teaching experience score more in terms of the application of personal implicit knowledge. It is apparent that the greater the length of teaching, the more implicit knowledge applied in the teaching context of classroom teaching and class management.In terms of approaches of acquiring of teacher's personal knowledge, various approaches all contribute to teacher's knowledge. Relatively speaking, the approaches contributing more to the acquisition of teacher's personal knowledge are as follows: individual's self-reflection on teaching and accumulation of teaching experience, attending excellent class delivered by top teachers and participating excellent class contest, learning from teachers with greater length of teaching, well-organized teaching activities and daily exchanges among colleagues. Meanwhile, there are some differences in terms of approaches of acquiring personal knowledge among teachers of different qualities. Key teachers are more capable of acquiring public implicit knowledge in well-organized teaching activities, acquiring personal explicit knowledge by attending excellent class delivered by top teachers and participating excellent class contest, learning from teachers with greater length of teaching such as attending classes. In terms of major approaches of acquiring personal implicit knowledge, there are also some differences between key teachers and ordinary teachers.The revelatory of findings are teacher's personal knowledge include theoatical knowledge and practical knowledge; plicit knowledge and implicit knowledge are composing by individual teacher;The ways individual obtains knowledge are various;School plays an undisplacibale role in teacher's knowledge acquisition, is organizor,creato and grourd for teachers' knowledge produre.In view of the composition of teacher's personal knowledge, its application and acquisition, it is necessary to make reform in teaching model, and teaching content. Meanwhile, it is sensible to cultivate teacher's strong awareness of learning and applying education knowledge.