A Survey About The Development Of Practical Knowledge Of Teachers Through School-based Teaching

The practical knowledge of teachers is reflecting, refining and contributing of teachers’ own education and teaching experience, through their behavior and make the appropriate understanding of the education and teaching.The generation of teachers’ practical knowledge needs a scientific and feasible environment in order to be more effective, as early as the beginning of the last century,"school-base" had become a worldwide concern of the education.Many developed countries have regard School-based Research as an opportunity for educational development and reform as an important topic to study and explore.Scientifically rigorous based research exactly in line with the formation conditions of teachers’ practical knowledge. So the researcher will combine both of them to explore the related issues during promoting the development of teachers’ practical knowledge.This study used quantitative research and qualitative research method of combining, from the perspective of School-based Research to explore the situation School-based Research to promote the development of teachers’ practical knowledge. Four middle school in Shenyang were selected in the process of writing, teachers for the survey were from the organizational field, the individual field, the practice field and evaluated field four dimensions-based Research for teachers to learn practical knowledge to generate a whole the impact of the case, and through interviews with some teachers conducted qualitative research to understand the underlying causes of which specific conclusions, issues arising.The thesis consists of five parts.The first part is an introduction that the origin of the study, researchers conducted a general description of the meaning and combing through the literature explores the adaptability based research and practical knowledge of teachers.The second part is the section of research methodology and research process, it’s a brief description of the author’s research ideas and research framework.The third part is the analysis part of the questionnaire, the main part of the article, carried by four of Shenyang Middle School Teacher Questionnaire analysis School-based Research to grasp the situation of promoting the development of teachers’ practical knowledge, and thus be studied.The fourth and fifth parts is the discussing of article, which combines interviews and questionnaire analysis, seeks to explore School-based Research to promote the development of teachers’ practical knowledge of the problems and trying to find a solution strategy.The problems is:First, School-based Research mere formality; Second, reflective knowledge generation is limited; Third, lack of self-knowledge construction; Fourth, teachers’ beliefs knowledge, situational knowledge acquisition blocked. Analysis of its causes:First, teachers shallow understanding of the significance School-based Research; Second, self-reflection underpowered; Third, peer sharing conditions are not sufficient; Fourth, the limited guidance department of human resources.After that the author discusses the corresponding solution suggestions and countermeasures. Firstly, in the professional lead:First, a reasonable assessment of the value orientation School-based Research activities; Second, teaching and research staff and teachers to achieve complementary advantages; Third, contributed expert-led "community of practice" building. Second, in terms of self-reflection:First, to strengthen individual teachers’ actions in self-reflection "Second, build the system to reflect system. Finally, in terms of peer support to expand the culti-dimensional dialogue and exchange.