The Source And Growth Of Teachers' Practical Wisdom

Since the 1960 s, “teacher's professionalism" has been gradually recognized and accepted by countries around the world, the world's major countries have set off a wave of teacher's professionalization. In our country, the discourse of teacher's professionalization was put forward relatively late mainly from the second half of the1990 s and gradually become the "hot topic" and is still thriving. With the wave of teacher's professionalization, teacher's practical wisdom gradually raises concern. It is generally believed that the fundamental symbol that good teachers are different from the mediocre teachers lies in the fact that the former has the practical wisdom, and the latter does not. However, where teacher's practical wisdom come from, and how it grow and develop? This is what the core issue of concern this dissertation explore.In order to solve the above-mentioned core problems, the connotation of teacher's practical wisdom(including its component and form) and its meaning must first be understood. In essence, teacher's practical wisdom is that teachers do "the right thing" in the "right way" in the context of specific education. Logically, it consists of three elements, "practical ethics", "practical knowledge" and "practice thinking", manifested by“high sensitivity and be good at situation "," moderate flexibility, flexible and not consrained by rules”, "good balance,follow the way of the doctrine of the mean". The meaning of concerning and exploring teacher's practical wisdom source and growth process lies that it complies with the inherent logic of teacher's professionalization(beyond the "technical practice", to "reflective practice"), achieving dynamic balance education science and education art, realizing the bidirectional interaction of theory and practice of education, to promote teacher's pre-service and in-service training integration.Where teacher's practical wisdom actually come from? Many people think that teacher's practical wisdom is born with. But a large number of cases of outstanding teacher's growth show us that, teacher's practical wisdom can be acquired and can be cultivated. Although teacher's practical wisdom can't be acquired by teachers instruction like general scientific and cultural knowledge, under certain conditions, it can be acquired through three ways, "the accumulation of experience and reflection", "learning knowledge and internalization ", "interpersonal communication and interaction ".These three ways, however, only show the source of teacher's practical wisdom, did not answer how it grow and develop. Paper suggests that, in the process of development of teacher's practical wisdom, correct belief system is the power, reflection in practice is the key,and teaching autonomy is the condition, these three aspects constitute the mechanism of the growth of the teacher's practical wisdom.Based on the above analysis framework, beginning from the fourth chapter, the dissertation adopts the perspective of teachers' pre-service and in-service training integration and three basic variables affecting the teacher's practical wisdom growth and development namely "personal qualities of teachers", "pre-service education", "in-service education" are discussed in this paper. The discussion assumes that teacher's practical wisdom stems mainly from the reflective practice, but this does not mean that the teacher's practical wisdom growth has nothing to do with pre-service teacher education.In fact, not everyone is suitable for to be teachers and possess the potential to become a good teacher. In other words, normal student's personal qualities, such as personality traits, personal aptitude has an important influence and restrictive role on the possibility of growth practical wisdom and how quickly the practical wisdom can be get.Accordingly, in order to develop the future intelligent teachers, normal universities should adopt more strict admission "entrance", identifying whether candidates like teaching and are competent for teaching.Furthermore, teachers' practical wisdom growth and development also depends partly on preparation of sufficient and reliable pre-service teacher education.The main task of the pre-service teacher education is to lay a solid foundation for the growth and development of teacher's practical wisdom and sustainable development, including professional belief, professional knowledge foundation, the basis of teaching skills.Therefore, teacher education should undertake the corresponding reforms in our country,mainly includes: develop training plan oriented to job demand, adjust the course structure,change students' way of teaching and training, and so on.The growth of teacher's practical wisdom has no end and is a lifelong process. If the role of pre-service teacher education for the teachers grow into the "intelligent teachers" mainly embodied in laying the foundation, in-service teacher's training, then, is the main path for teachers gaining practice experience and practical wisdom, being intelligent teacher.The way of teacher in-service learning mainly have three kinds, namely direct learning(including their own practice for critical reflection and carrying out action research oriented to the problems), indirect learning(including reading and listening to the report, case study, etc.) and interactive learning(including peer mutual aid,instructor's instruction, etc.).These three ways strengths and complement each other.The acquisition and growth of the teacher's practical wisdom not only depends on individual teacher's sense of responsibility and individual initiative, but also depends onthe school environment. The school environment can promote the growth of the teacher's practical wisdom, and also can hinder the growth of teacher's practical wisdom. A good school environment mainly includes: a positive value orientation leading to the teacher professional development; reducing teachers "burden" to ensure that teachers have enough free time, to be used for individual professional development activities( such as the teaching and researching activities);Administrative departments give teachers the autonomy of professional development; the school should focus on building a culture atmosphere where everyone respect, trust and help each other, which is the "soil" to inspire teachers to create independently, and constantly get practical wisdom.