The Study On The Current Situation Of Condition Knowledge Of Teacher Educators In Xinjiang

eacher educator is the person who specializing in teacher education, they helpnormal college students to achieve formal socialization. They unified teachereducation practitioners and teacher education researcher together.This study analysis relevant literature, based on theories of knowledge, thestudy divided the teacher educator’s condition knowledge into three dimensions: theknowledge of teaching and learning; the knowledge of researching; indigenousknowledge. In order to understand the current state of the Xinjiang teacher educator’scondition knowledge, this study conducted a questionnaire survey and interviewswith part of Xinjiang teacher educators. By the analysis of survey data, I found thereare some differences in the Xinjiang teacher educator’s condition knowledge. Inxinjiang, teacher educators’ conditions knowledge in general at a low level, theknowledge of teaching and learning is the highest, research knowledge and indigenousknowledge are lacking and weaking parts.The three dimensions of condition knowledgehave different problem. Through the analysis of the dare, I found the threedimensions of Xinjiang teacher educator’s condition knowledge have some problemsof the get way. Chi-square test analysis of samples found that, there are varyingdegrees of different teacher educators to teach discipline, teaching experience, ethnic,working institutions in the knowledge of teaching and learning, the knowledge ofresearching, indigenous knowledge. The paper then discussed the problem and thereasons for the differences.In the final, the study proposed some recommendations. These recommendationsinclude these: education administrative departments to provide policy help, improveteacher education professional threshold; establish evaluation index system andincentives for teacher educators; start reading project, encourage teacher educators toread variety of books actively; start autonomous learning activities, promote teachereducators autonomous learning; strengthen teaching reflection, promote implicitknowledge externalization; Strengthen communication between colleagues,prompted the teacher educators conditional knowledge to enhance; Strengthen theintegration of research and teaching, promote research effectively transformed into aresearch-based knowledge; Strengthen indigenous knowledge culture of learning, Topromote the teacher educators conditions knowledge improve.