A Case Study On The Characteristics Of Pre-school Teachers' Practical Knowledge

Researches on practical knowledge of teachers in the twentieth century has rised of in the eighties. People to reflect on the concept of traditional knowledge under the influence of over-emphasis on public knowledge in education and teaching first-line study of the role of the teacher knowledge, The public theory is too abstract, Not specific enough, The lack of maneuverability, Easy to forget too much emphasis on the individual teacher education and teaching experience, Education is not conducive to resolving the issue of teaching practice. And practical knowledge to effectively deal with the theoretical knowledge of the situation of disability. More and more studies show that the practical knowledge of teachers:Research on teacher knowledge has been the emergence of a shift in practice, Teachers from the research should be public knowledge what kind of shift with a teacher in a real practical knowledge.In the field of pre-school education, Responsible for early childhood teachers in early childhood education and education double conservation work,Day teaching means a lot of situation which requires teachers to a reasonable and flexible to deal with, This practical knowledge of teachers in early childhood education requirements of the more prominent. So,In this study, I use the case study method, Kindergarten education into practice, Practical knowledge the structure of from the start, On practical knowledge of teachers in early childhood education to study, Analysis of early childhood teachers to reflect the practical knowledge of the characteristics, Where to find the reasons, On the basis of recommendations put forward.This article includes the following five components:The first part of the problem. The main origin of the study were presented, To explain the problem, The objectives of the study And research issues of significance.Summary of the second part of the literature. Practical knowledge of teachers, as well as practical knowledge of teachers in early childhood education research has been carried out and summarized in carding.The third part of research methods and processes. Research methods, including the identification, The selection of research subjects, Research data collection, Data analysis and collation and Study the reliability and ethics.The fourth part of a practical knowledge of kindergarten teachers case studies. Cases presented and analyzed to select the practical knowledge of teachers, Including self-knowledge, Curriculum and teaching knowledge, Situational knowledge, Conservation knowledge, Class management know-how.The fifth part of the study conclusions and recommendations. Child care teacher summed up the characteristics of practical knowledge, And practical knowledge to promote teacher development.The results show that,Practical knowledge of teachers in early childhood education is a high degree of personal knowledge, Between different types of knowledge has been crossed,In the course of its formation received a variety of factors.