Study On Teachers’ Contextual Knowledge And How It Constructs

The acquisition of professional knowledge is an important part of teachers’ specialization. The characteristics of contextual, personal and practical of teachers’ knowledge have gained more and more recognition and attention as the researchers have better understanding on the nature of knowledge. Study on the teachers’ contextual knowledge could help us know more about the relationship between teachers’ knowledge and their teaching behaviors, and have better understanding of what affects the construction of teachers’contextual knowledge in their practical work. We hope to find some effective methods to advance the specialization of teachers, especially their professional knowledge.In order to have a deep understanding of the nature and function of teachers’ contextual knowledge, and have a fully understanding of what impacts teachers’teaching behavior and teaching results, we use both literature analysis and the interview method for study. We have summed up the history, trends, and different angles to research, and problems of contextual knowledge from different studies. Beside, we have obtained a lot of practical materials through the interviews to support this research.According to this research, contextual knowledge is the product of the interaction of teacher behavior and the educational environment, it has strong impact on teaching. However, there are amount of problems exist in this kind of knowledge among teachers, like, non-integration, contradiction, solidification, and lack of adequate contextual knowledge reserves and sharing among teachers. These problems are caused by complex reasons:the real context is complex and full of conflicts, teacher burnout, lack of self-confidence and self-development awareness, lack of adequate training and education, and so on. To improve the circumstances, we strongly recommend enhancing the awareness of self-development of teachers; schools should create a favorable environment to encourage commutations and some proper researches from teachers; contextual knowledge should also be added in teacher training programs.