Conditions And Strategies For Generating Teachers’ Practical Knowledge

Knowledge has always been the focus of teachers’ professional development.After being proposed, the concept of teachers’ practical knowledge has been acceptedby the academic circle as a basis for key knowledge. Differed from subject knowledgeand educational speculative knowledge, the teachers’ practical knowledge is theknowledge that teachers apply during the educational and teaching practice to solvepractical problems. Teachers reconstitute problem situation and activelyinspect themselves as they take actions during this procedure. As a profession, theoccupation of being a teacher will definitely need its practical knowledge, which cannever be replaced. The teachers’ practical knowledge assists people to understand theactions of teachers as well as provides a new visual angle for teachers’ professionaldevelopment. Therefore, this thesis takes the conditions and countermeasures forforming teachers’ practical knowledge as its topic. By reading a large quantity ofdocuments and conducting actual surveys, the author analyzes the generating processand influential factors for teachers’ practical knowledge and summarizes both internaland external conditions that exert influence upon the teachers’ practical knowledge,and finally proposes some pertinent countermeasures to help the teachers find anddevelop their own practical knowledge.This thesis is made up of four chapters.Chapter One: introduction. The author sets forth the origin of research fromseveral points such as the appeal for educational theory research, the internal need forthe direction changing of teachers’ professional development and the practicalproblems of presence and teachers’ personal practical knowledge. And then the authorintroduces the meaning, method of the research and the situation of the research bothhome and abroad.Chapter Two: exposition for teachers’ practical knowledge and its theoreticalbasis. In this chapter, the author analyzes the teachers’ practical knowledge on thebasis of teachers’ knowledge and its classification research, including the interpretingof intension, contents and characteristics of teachers’ practical knowledge. The last part of this chapter is the presentation for the theoretical foundation of this research,chiefly including the changing and establishment of epistemology, the generation ofpractice viewpoints as well as the development of cognitive psychology.Chapter Three: analysis of generating conditions and influential factors forteachers’ practical knowledge. In this chapter, the author first analyzesthe generating process and influential factors for teachers’ practical knowledge, andsummarizes the conditions necessary for generating teachers’ practical knowledge onthis basis from the points of the teacher himself and factors relative to the teacher. Theteacher himself should possess self-developing consciousness of high degree, certainability for self-developing and self-inspecting for teaching, as well as rich expertise.With the guide of lifelong education idea, training for teachers provides continuouseducating procedure and platform for teachers to study and communicate based ondifferent phases of teachers’ professional development.Chapter Four: countermeasures for generating teachers’ practical knowledge.Aiming at the conditions for generating teachers’ practical knowledge proposed inChapter Three, the author gives relevant countermeasures to help teachers to find anddevelop their practical knowledge.