Re-study On Teacher’s Practical Knowledge Research

With the rise of teacher’s practical knowledge research, related research results haveaccumulated to a certain extent in recent years, at the same time, some research problems havegradually revealed. Therefore, it is necessary to periodic review, summarize and evaluate theserelevant literatures. This thesis is expanded from this perspective.The thesis uses both quantitative and qualitative studies and tries to make a comprehensiveand systematic analysis of the literature from external dimensions and internal dimensions, whichuses content research method, comparative method and so on. The external dimensions contain therange of time, periodical paper and degree thesis. The internal dimensions include the content andsubstance, representation mode, theoretical basis, formation and research methods of teacher’spractical knowledge.The theoretical value of teacher’s practical knowledge research shows four aspects:strengthening legal recognition of profession on teachers, promoting deconstruction of thetraditional knowledge concept, providing the new breakthrough for the teacher education reform,and broadening the path of teacher professional development. At the same time, research onteacher’s practical knowledge also exists some problems, which include scatter of researchersdistribution and lack of stable research team, repeated contents, weakness of theoretical basis andtransition path, ignoring the limitations of teacher’s practical knowledge and exaggerating the valueof teacher’s practical knowledge.In order to promote the further study of teacher’s practical knowledge, the thesis provides thefollowing some thoughts based on the preceding analysis: First, researchers should reasonableunderstand and grasp the value and meaning of teacher’s practical knowledge. Second, the stableresearch community should be established with consciousness to keep a continuous in-depththinking and arguing on specific issues. Third, researchers should strengthen the meta-research ontheory, which can promote the change of researchers thinking mode, summarize relevant researchresults, analyze the problems or erroneous tendency existing in the researches, enhance theresearch capabilities.For teacher’s practical knowledge, the thesis has some following views: Teacher’s practicalknowledge belongs to belief category and has a special judgment criterion which bases onpragmatic theory of truth and self-confirmation. Theoretical knowledge is not opposite of teacher’spractical knowledge. They can be transformed into each other and promote each other. Based on this idea, the thesis makes a new construction of generative mechanism of teacher’s practicalknowledge, taking teacher’s experience and theortical knowledge as the two basic sources.