On Generation And Application Of Rural Primary School Teachers’ Practical Knowledge

Currently, teachers’ practical knowledge is a hot issue in teacher educationresearch.Research on teachers’ practical knowledge plays an important role in promoting theprofessional development and self-growth of teachers.The thesis has made comprehensive and systematic summarization on the presentresearch status of teacher practical knowledge. Based on these materials, the author also hasmade qualitative research on primary school teachers in rural areas by interviews, observationand other research methods. Reveals the basic stages of the development of teachers’ practicalknowledge. In addition, specific recommendations are put forward for the development ofpractical knowledge. This study can be divided into the following five chapters.Chapter one mainly expounds reasons for the topic, purpose, significance and content. Inaddition, the core concepts involved in the research is defined and differentiated.Chapter two comprehensively and systematically reviewed current research on teachers’practical knowledge by archival research. By this way, we can have a good demand of thesituation, results and development trend of the related research. At the same time, it alsoanalysis and discuss the related theories of this research, laying a solid theoretical basis forthis study in full swing.Chapter three illustrates the main problems and framework of the thesis by researchdesign and the reasons for employing qualitative research and specific operation procedure.The validity and research assumption are also discussed.Chapter four focuses on the research questions, which mainly consist of sub-case teacherintroduction, the generation process of teachers’ practical knowledge, and problems thatsub-case teachers meet in teaching process. Qualitative researches on six sub-case teachers atL primary school in Shanxi province are discussed respectively. Based on these materials, theauthor makes comparative study on sub-case teachers and explores the generation rules forteachers’ practical knowledge.Chapter five comes to the conclusion that the development of teachers’ practical knowledge consists of five stages: rudiment, adaptation, competence, proficiency and expert.What’s more, the author also gives some niche targeting advice on how to promote theacquisition of practical knowledge of survey teachers in L primary school and at the sametime promote teachers’ professional level.