Teachers’ Action Research Under The Perspective Of Phenomenological Pedagogy

The improvement of education quality in our country needs teachers’ participation and effort. Teacher is one of the important practitioners in the education action research. Teachers’ action research has always been in the theory and practice’s dilemma. Using the perspective of phenomenological pedagogy to reflect the current teachers’ action research has its feasibility,also has a study significance of theory and practice.During the educational research, phenomenological pedagogy and teachers’ action research are concerned about the harmonious development of the education practice and theory, regard people as the core in the process of education, and promote the development of all teachers and studenst. Teachers’ action research, which is under the perspective of phenomenological pedagogy, regard phenomenology as the philosophical paradigm, and has its unique interpretation for the dilemma of teachers’ action research. By advocating a return to the essence of education, phenomenological pedagogy provides a new possibility for teachers’ action research. Adhering to the "epoche", "essential intuition", "life world", and "back to things themselves" principles of phenomenology, teachers’ action research make the real construction under the phenomenological pedagogy’s care. Under the perspective of phenomenological pedagogy, it makes the education situation as the main space of teachers’ action research, sticks close to the unknown as the main orientation of teachers’ action research, adheres to their sustainable development of the concept of open guidelines and eventually returns to educational life, towards the essence of education!...