A Study Of Narrative Inquiry Of Teacher’s Practical Knowledge

Over the past twenty years, dramatic changes have taken place in the study ofteachers’ knowledge, which is the presentation of the practical problems of education.Why can’t the new curriculum reform achieve its expecting effect? Why can’t thetraditional education guide teachers to seek for a more appropriate and effectivemethod for teaching and it seemed that the theory taught at universities can’t guide theteaching practice well. So the research on the problems, such as,"which kind ofknowledge do the teachers possess?""How do they obtain the knowledge?""How dothey express themselves by the knowledge?" Accompanying with these questions, theresearch of teacher’s practical knowledge takes on what is defined as theaccumulation of teachers’ experience in the classroom and reflecting the educationalproblems in teaching and then directing the teachers’ action; therefore, a study onTeachers’ practical knowledge will contribute to the professional development ofteachers. In the essay the author selected diverse age groups to do a research on theteacher’s practical knowledge.The research methods adopted in this research include class observation, recordand personal interview and narrative inquiry, through which the study presents somecontributing factors of teacher’s practical knowledge, and proposes the someenlightenment to promote the teacher’s practical knowledge.The findings of the study show that the teachers’ practical knowledge in diverseage groups is always in an extremely dynamic and changing process, which will shedlight on a better understanding of the new curriculum reform.In addition, the author proposes some suggestions help teachers develop theirprofessional development by means of practical knowledge: Social environment isexpected to be created; previous learning experience should be considered; teachersshould be encouraged to reflect on their teaching practice.