Teachers' Knowledge To The Development Of Empirical Research

The question generally of studying in this thesis is: How does a teacher develop his knowledge in pedagogical professional field? Particularly, there are two questions in this research: Does a teacher's pedagogical knowledge have different sources? If any, what kind of contribution do different sources have to the development of a teacher's pedagogical knowledge?The concept of knowledge has been set up firstly in this research. It is an intelligent result of a kind of reciprocation among the subject and object that the knowledge of the subject to object is defined. According to this definition, the teacher's pedagogical knowledge is defined as known by teacher about how to teach, including three parts: Pedagogical curricular knowledge —Namely the knowledge about teaching material and resource; Pedagogical Content knowledge —Namely the knowledge about the way of expressing the mathematics concept and the course; Pedagogical instructional knowledge —Namely the knowledge about teaching tactics and the mode of classroom organizing. This research takes each stages of a teacher's one's own career into account, including their study experience , pre-service training , on-service training , thus probe into the source of teacher's pedagogical knowledge. While studying, the source of a teacher's pedagogical knowledge has been cleared further, including his experience when he was a student, pre-service training, on-service training , participating in organized professional activity , and the colleague's daily communication, reading the specialized books and periodicals ,one's own teaching experience (practices) and reflection.The sample of this research is five outstanding mathematics teachers of three junior high school of urban State-owned . They have been teaching above ten years. They all graduated from the departments of mathematics of normal college.Two kinds of tools to collect the data from the sample have been used. The first is to observe and listen to classroom, the purpose is to confirm what kind of pedagogical knowledge a teacher uses in teaching. Two classes to each teacher have been listened to. The second is to speak face-to-face, particular emphasis has been laid on the teacher how to learn the concrete pedagogical knowledge that isrepresented by among the classroom.The qualitative method is used for data materials getting from listening to classroom and talking to teacher, in order to analyze the evidence that has occurred in the real scene, to portray how a teacher develops his concrete pedagogical knowledge represented among the classroom.The conclusion got in this research provides the answer to two research questions. To the first question, does the teacher's pedagogical knowledge have different sources? The answer is definite. This research announce a teacher acquire and develop his mathematics pedagogical knowledge from his experience when he was a student, pre-service training and on-service training. To the second question, what kind of contribution do different sources have to the development of teacher's pedagogical knowledge? This research has drawn the following conclusion suitable for the teacher generally.First, to the Pedagogical curricular knowledge, say on the whole, teacher's " one's own teaching experience and reflection ", " organized professional activity " is the most important source;" daily communication among colleagues "," reading the specialized books and periodicals ", " teachers' experience when he was a student" are some of the sources too;" pre-service training " and " on-service training " are the least important sources.Second, to the Pedagogical Content knowledge, teacher's " one's own teaching experience and reflection " is the most frequently used source; " organized professional activity "," textbook "," teachers' experience when he was a student"," on-service training", "daily communication among colleague ", " reading the specialized books and periodicals " , etc. are some of the sources; By contrast," pre-service training " is the least important source.Third, Pedagogical instructional knowledge, teacher's " one's own teaching experience and reflection "is the most frequently used source; " organized professional activity " , " daily communication among colleague ", " on-service training ", " reading professional books and periodicals " and " textbook " are some of sources too;" teachers' experience when he was a student ," pre-service training...