A Narrative Study On The Construction Of Pre-school Teacher's Individual Practical Knowledge

With the shift of the study concerning teachers and the rising of the teacher professionalizing movement,a growing number of scholars have recognized the importance of the teachers' practical knowledge in the field of teacher professional development.However, exisiting studies tend to have more emphasis on the definition,characteristics and role of the practical knowledge, Ignoring the theoretical knowledge on the role of teacher professional development.and the Exploration on preschool teacher's practical knowledge is Almost none,but the practical knowledge is playing crucial role on teacher professional development.Therefore, this study chose a preschool teacher who was on the mature stage of professional development——Teacher C as the case study object, combined with interviews and classroom observation of teacher,research the construction trace of Teacher C's practical knowledge. through the narrative of "stories" in the teaching life to seek the meaning which behind the stories.The research is to investigate three main components's construction process and main factors during it of Teacher C's practical knowledge——interpersonal knowledge,beliefs in education,self-knowledge.The results show that, Teacher C's interpersonal knowledge showed the character of becomeing richer in the formation process on contents; her beliefs in education showed the character of becomeing systemization in the formation process on structure; her self-knowledge showed the character of becomeing introspective in the formation process on properties. By rendering the process of formation show that:the family educational background and previous experience of being educated is the nurture of their practical knowledge;a real connection with the theoretical knowledge is the core of practical knowledge updating and development;fine working state is the motivation and protection of their construction of practical knowledge;unique personality is the internal driving force of practical knowledge.All paper is divided into six chapters:The first chapter including the introduction of research origin,literature review,research significance,research ideas and problems,research methods and process,define the key concepts as well as cooperative teachers and her kindgarden.The second, third and four chapters respectively investigate the specific formation process of Teacher C's interpersonal knowledge,beliefs in education,self-knowledge.from the content, structure and propertiy.Chapter five aim to summarize main path of practical knowledge construction from elaboration of Teacher C's practical knowledge construction process and factors in the first three chapters.Chapter six is is part of the inspiration and advice, researcher want to give some advices to teachers themselves, supporters of professional development on how to promote the "old teacher"'s updation of practical knowledge,and make make my own reflections on the limitations and shortcomings of this study.