The Conditional Knowledge Mastering Problem Of The Western Liaoning Elementary School Teachers And Its Enhancement Strategies

Along with the deepening of the research of teachers’ professionalization since 1980 s, teachers knowledge study became the core area of the cognitive research and teacher professional development research; teachers’ knowledge as a motivation of teacher professional development has become increasingly highlighted. Early teacher education just included the knowledge of subjects. However, in recent years, scholars and reformers realized that both pedagogy and psychology are vital for teacher. For elementary school teachers from western Liaoning district, having solid conditional knowledge is also important both for effective teaching and improving teachers’ professional development.This research selected teachers from five elementary school of western Liaoning region as the research object, using literature method, questionnaire method and statistics method in studying the conditional knowledge problems and influencing factors of western Liaoning elementary school teachers. The present paper mainly included these parts: the conditional knowledge mastering level and problems of elementary school teachers from western Liaoning; the factors(e.g., demographic variables, school) influencing the teachers’ conditional knowledge mastering.Firstly, the research results showed that teachers’ conditional knowledge from western Liaoning elementary schools is poor quality and quantity shortage, teachers’ conditional knowledge is imbalanced. The mastering of conditional knowledge from western Liaoning elementary school is a little better than normal college students. In addition, teachers’ conditional knowledge is significantly associated with teachers’ job performance.Then, from the point of the influence factors of teacher conditional knowledge from western Liaoning elementary schools, demographic variables and teaching subjects had no significant effect on teacher conditional knowledge test scores, but it influences the mastering of self-evaluation of students’ individual differences knowledge. In addition, the teacher’s teaching experience and age affect teacher conditional knowledge test scores.The results of the study showed that different knowledge sources had no significant correlation with teachers’ conditional knowledge test scores, some even negative correlation. However, different knowledge sources have significant correlation with the self-evaluation of the teachers’ conditional knowledge of five dimensions. Different sources of knowledge like training, teaching demonstration, teaching material had high correlation on self-evaluation of the teachers’ conditional knowledge of five dimensions. Study also found that the five elementary school teachers’ test scores are significant different indicating that the school is also one of the factors influencing teachers’ conditional knowledge mastering.To solve the conditional knowledge mastering problems of the western Liaoning elementary school teachers, this paper presented the following enhancement strategies: strengthening teachers’ degree of attention to the conditional knowledge; improving managing the teachers’ conditional knowledge of school; building the learning platform of teacher conditional knowledge; improving the system of the training on teachers’ conditional knowledge.