Narrative Study On Practical Knowledge Of Geography Teacher

As affected by postmodernism and constructivism, teacher’spractical knowledge has not only gained attention unprecedentedly,but increasingly become a hot topic in study area of teacher’sknowledge. It is widely believed that teacher’s practical knowledgeis a basis for the profession development and a core part ofknowledge structure. It is agreed by teacher and used in the dailyteaching activities. As affected by the past teaching experience,teacher’s practical knowledge hides in teaching activities andinfluences future teaching practice.Presently, there are increasingly studies on teacher’s practicalknowledge in China. For example, in terms of theory, China’sresearchers have made helpful discussions on its connotation,characterize, formation path and influencing factors. When it comesto practice, some researchers have also made intensive studies onpractical knowledge of teachers in primary and middle schools, vianarrative and case studies. Nevertheless, the group of geographyteacher has been ignored in the study on teacher’s practicalknowledge. However, the study achievement on teacher’s practicalknowledge of other subjects can supply profession development ofgeography teacher with helpful conference, practical knowledge of geography teacher is still special due to the characteristics ofgeography subject.Based on conference of previous studies, the paper, by way ofnarrative study, analyzes teaching and life stories of an excellentteacher in a middle school to find teacher’s practical knowledge andits source as well as formation path, which can be a conference forprofession development of geography teachers.The paper has totally six parts. The first part is a chiefintroduction of the paper’s start reason, aim and study significance;the second part is the writer’s understanding on teacher’s practicalknowledge via listing scholars’ study achievements on teacher’spractical knowledge at home and abroad; the third part includes thepaper’s train of thought, method and process; the forth part, bydescribing teacher Li’s teaching story, concludes the practicalknowledge in his daily teaching activities from six dimensions ofself knowledge, the knowledge of subject content, course,subject’s teaching methodology, teacher’s understanding onstudents and teacher’s belief on education; the fifth part makes aresearch on source and formation path of practical knowledge viatwo dimensions of internal and external factors, based on teacherLi’s life; the sixth part is a conclusion and reflection of the study.The writer can understand teacher Li’s practical knowledge and itssource as well as formation source based on analyzing the resultsof the fourth and the fifth parts, and find the paper’s shortage andlimitation via reflection on study’s process and method.