Narrative Inquiry Of Generating Routes Of Teacher’s Practical Knowledge

Teacher’s practical knowledge means the understanding and knowledge of education which the teacher accumulates and applies in the educational practice and life by the ways of practicing and reflecting. It is based on the teacher’s personal life experiences and guides the teacher’s actual teaching behaviors. It is the key of teacher’s professional development. It reflects the requirement of the independence of the present teacher’s professional development by paying attention to the existence of the teacher’s practical knowledge.Narrative inquiry takes the real world and practical life as the starting point, while the most direct source of teacher’s practical knowledge is the activities teacher work in. There is an intrinsic and appropriate connection between narrative inquiry and teacher’s practical knowledge.Therefore, this study adopts narrative inquiry. Founded on the systematical arrangement of the relevant research results about the teacher’s practical knowledge, the author selected a junior middle school politic teacher who has lots of experience and went to the school to observe and apprehend the daily teaching practical life in order to reflect the composition, influencing factors and generating routes of the teacher’s practical knowledge.The author hopes to reveal frontline teachers’actual practical knowledge and their existence completely and dynamically.This paper includes six parts.Part One: the introduction mainly deals with some topics such as the issue raised by and the current research status, as well as the way of narrative inquiry, research mentality and ethics. Part Two announces the connotation and the characters of the teacher’s practical knowledge. Based on the theory aforementioned and available, this part summarizes the composition and value of teacher’s practical knowledge.Part Three takes a junior middle school politic teacher "Miss H" as a collaborator which is on the basis of the front analysis. It constructs a vertical and horizontal analysis framework of H’s education story. It adopts the way of narrative inquiry and studies the changes of generating routes of her practical knowledge in the developmental process of Miss H in longitudinal direction. Then in landscape orientation, it explores the inheritance as well as different influencing factors of her practical knowledge. It is a analysis framework with the combination of dynamics and statics.Part Four explains and analyses the educational beliefs, pedagogic content knowledge,class administration knowledge, knowledge of students, communication skills, knowledge of self, critical self-reflection knowledge of H’s practical knowledge which is combined with H’s education story.Part Five analyzes the factors affecting the generating routes of H’s practical knowledge from two aspects, internal and external factors.Part Six expounds the generating routes of the teacher’s practical knowledge.This study adopts the way of narrative inquiry and takes a junior middle school politic teacher "Miss H" as a collaborator. It studies the changes of generating routes of her practical knowledge in the developmental process of Miss H.It found the generating routes of the teacher’s practical knowledge: pay attention to the daily accumulation of teaching, rethinks the teaching practical experience, carry out teachers’narrative research, constructs the teachers’learning community and participates in teachers’ advanced training, standing by the point of the teacher’s professional development.