Phenomenology Teachers What

The Phenomenology movement is the most important philosophy trend of thought "Go back to the things themselves" is the thinking attitude that holds the phenomenologists together. Phenomenological pedagogy thus came into being for this spirit and was brought to the educative domain. On the one hand, the phenomenological methods which emphasize discription and experience can greatly inspire the educators and educative reseachers. On the other hand, "go back to the things themselves "pays attention to the practical quality of education and makes us concern the life world. In nature, the practical quality of education is embodied by teachers in the happening classroom,so teachers' roles are the key to the life world of education. By both discriptively and rationally analysing teacher education in phenomenological pedagogy , this dissertation make us get the better understanding of the teachers.The dissertation consists of intrduction and four parts. The first part is embodied the historical clue of phenomenology movement and what the revelation to teachers. "Go back to the things themselves" and "life world" are the important factors for us to understand the abundant and substantial educational life world which is occurent between the teacher and student Furthermore, it is teachers that make the education occur. Thus teacher's work have the practical quality which cann't be substituted. The words such as "situation", "tact", "intent", "life world",ect give much elicitation to teacher education and teacher educational research. The second part tries to clarify one question that what is it mean for becoming a teacher and gives the phenomenologicial answer to it Becoming a teacher not only means the responsibility of "in loco parentis" but also means walking into children's hearts. Then next part researches into reflection and tact in detail and conclude that the tact is the most important quality for teachers.The phenomenological pedagogy has reflected the reflective practice. Actually, it's difficult for teacher to reflect in process of teaching because teachers are not permitted to stop and think because of the complex and contingent situations. The last part deals with the question about teaching teachers. This part focus on the theory and practice in teacher education. In this part the clou of the whole article is put forward, that is, the teacher education toward practice and significance surpassing epistemology is realizing educative significace through making teachers form the strong consiousness of teaching and be pursuit of education perseveringly. The teacher education toward practice and significance is the possible approach to teachers, that is also a strong revelation for the reformation of teacher education.