A Narrative Study On Teacher's Practical Knowledge In A Primary School Of Poverty Areas In Northwest China

With the narrative inquiry, the research carries on a case study by inviting an experienced teacher in rural primary school in the poverty areas of northwest China. Specifically, this research aims at: 1. Exploring the knowledge used by an experienced teacher in the course of the teaching practice, also rearranging and analyzing the detailed contents of the practical knowledge. 2. Researching the origin of personal practical knowledge and its influential factors. 3. Studying the rules of the teacher's practical knowledge, and analyzing the effects of this kind of rules and its meaning on her personal teaching practice. 4. Attempting to make the inter-understanding between the researcher and the teacher, in order to find out the possibility of cooperation with each other, and evaluate the effects. The main findings of this research are as following:1. In the primary school of rural area in northwest China, the teacher has her own practical knowledge, which is used in the teaching activities subconsciously, influences and forms her teaching characteristics and personal style.2. The personal practical knowledge which the teacher possesses is often in a state of contradict, so the ideas of teaching and teaching practice are not often identical.3. The origin of personal practical knowledge is related to childhood experience, thumbprint, teaching experience, life value of the teacher and cultural context.4. Teacher's practical knowledge is comprehensive, and it has some rules to obey in teaching activities.5. The study and analysis on the teacher's personal practical knowledge is very helpful for the teacher to recognize and reflect their own teaching, and consequently to correct and adjust their practical knowledge and have a good basis for their professional improvement. It can improve the teaching level. On the other hand, this survey is also helpful for educational researchers to have a deeper self-reflection. Therefore, they can adjust their study direction and method according to different practical situations, put the theory into their practice of teaching, and help the researchers and teachers to develop together.6. This research finds that the cooperation between researchers and teachers is available and effective, and the narrative inquiry is an effective and helpful means to the cooperation in both sides.