A Questionnaire Study On Formation Of Student Teachers’ Practical Knowledge In H University

Knowledge is always the nuclear research topic of teachers’ professional development. As proposing the concept of Teachers Practical Knowledge, it becomes a basis of teachers’ professionalization, which reflects the phenomenon that people begin to concern on practical knowledge more than academic knowledge. Under the development of integration on teacher education, it incarnates the autonomous requirement of the teachers’professional development by paying attention to the existence of student teachers’practical knowledge.In this paper, based on previous research findings of teachers’practical knowledge, the author discusses the perception, mastery, developing approaches, influences of student teachers’practical knowledge to understand the actual status of their practical knowledge. The researcher applies questionnaire and selects student teachers who have participated in teaching practicum in H University as research participants. Self-designed questionnaire is based on predecessors’research results of teachers’ practical knowledge and actual situation of student teachers. On account of data analysis of the questionnaire, the author finally forms the overall understanding of students’ practical knowledge.With the analysis and discussion, the author finds that student teachers develop their own practical knowledge by micro-teaching, self-reflection, teaching practicum, etc. Moreover,it also finds that the interaction of subjective experience, interactive experience and theoretical experience mainly influence the development of this type of knowledge. According to the findings, several suggestions on promoting the level of student teachers’practical knowledge are propounded at the end of the paper.