Research On The Acquisition Mechanism Of Pre-Service Teachers' Practical Knowledge

In the era of increasing requirement of improving the quality of teachers' education,breaking through the dilemma of the disconnection between education theories and educational practice is the actual demand for the improvement of the quality of pre-service teacher education in China.Practical knowledge is an important type of knowledge that bridges the relationship between teacher education theory and teacher education practice.It is "justifiable" and "useful." It is necessary for the teaching profession,and it is the knowledge base for the teaching profession to become "professional".The characteristics of practical knowledge,like individuality and silence,means that pre-service teachers who are creators of knowledge can acquire it through self-authorship.However,what is the acquisition mechanism of pre-service teachers' practical knowledge? How to promote the acquisition of practical knowledge of pre-service teachers? These two issues are the focus of this study.Focusing on the major issues of concern,this study views the motives,processes,and predicaments of current practice-based knowledge acquisition among pre-service teachers in China.It seeks to develop the acquisition of practical knowledge of pre-service teachers as a logical starting point,practical knowledge as the core,and the self-authorship as the angle of view.Using the literature method and interview method as the method,the study follows the research path from the analysis of frame construction to the specific reduction and to the construction of the promotion mechanism to develop the research of the acquisition mechanism of pre-service teachers' practical knowledge.Firstly,based on self-authorship theory,a “three-step progressive” analytical framework is constructed for pre-service teachers' practical knowledge acquisition mechanisms.Based on the hypothesis of “knowledge is complex & socially constructed;self is central to knowledge construction and expertise is shared mutually in knowledge construction”,on the theoretical logic of “validating learners as knowers;situating learning in learners' experience and defining learning as mutually constructing meaning”,on the stage of "Following the External Formula—Entering the Crossroads—Moving towards Self-authorship",this paper constructs a "three-step progressive" analytical framework for the pre-service teacher's practical knowledge acquisition mechanism,from "following the external formula" to "entering the crossroads" and finally to "moving towards self-authorship".Secondly,the study reveals the current situation of pre-service teachers' practical knowledge acquisition,to analyze the acquisition mechanism of pre-service teachers' practical knowledge,including input mechanisms of theoretical-practical knowledge,reflective feedback mechanisms of skilled practical knowledge,and corrective acceptance mechanism for smart practical knowledge.In order to discuss the current situation of pre-service teachers' practical knowledge acquisition,we compile the “Interview Outline of Practical Knowledge Acquisition Status of Pre-service Teachers” based on the “external authority” and “intrinsic voice” of self-authorship theory.The senior students of different teachers majors in a school are the interviewees,to investigate the motive,course and predicament of pre-service teacher's practical knowledge acquisition.The results reveal that the acquisition of pre-service teacher's practical knowledge has gone through three stages: follow the external formula-enter the crossroads-move towards self-authorship,the corresponding acquisition mechanism for pre-service teacher practical knowledge is the input mechanism of pre-service teachers' theory-based practical knowledge;the reflective feedback mechanism of the pre-service teachers' skill-based practical knowledge;the modified acceptance mechanism of pre-service teachers' intellectual practical knowledge.One,in the input mechanism of theory-based practical knowledge,with the identity of "normal students",pre-service teachers are taking in Genrral pedagogical knowledge,curriculum and teaching knowledge,content kowledge,through following explicit authority,that is,educational curriculum evaluation and external teacher evaluation,as well as implicit authority,that is,teaching materials,teachers and educators,informal groups,teaching practice model.Two,in the reflective feedback mechanism for skill-based practical knowledge,First of all,with the identity of “normal student”,based on knowledge transformation,pre-service teachers will arouse the background knowledge,integrating theoretical knowledge and background knowledge,acquiring the practical theoretical knowledge;secondly,with the identity of "quasi-teacher",the pre-service teachers will contact teaching field in a challenging environment,and get out of the teaching field in the supportive environment,identifying theory-based practical knowledge,Pedagogical content knowledge,knowledge of learners and learning,finally,initiatively entering the teaching field,by implementing application,critical reflection skills,trust skill-based practical knowledge to realize acquiring skill-based practical knowledge.Three,in the modified acceptance mechanism for the acquisition of intellectual practical knowledge,Firstly,with the motivation of becoming a teacher who can be independent,pre-service teachers should voluntarily get out of the teaching field,through identifying and establishing cooperative learning partners,and actively sharing the experiences and knowledge with cooperative learning partners,pre-service teachers can identify intellectual practical knowledge.Secondly,pre-service teachers should consciously return to the teaching field,by implementing and revising and realizing the intellectual practical knowledge before,in,after the teaching field,realizing acquiring the intellectual practical knowledge.Thirdly,the promotion mechanism of practical knowledge acquisition of pre-service teachers is proposed.Based on the research on the acquisition mechanism of pre-service teachers' practical knowledge,the author finds that pre-service teachers can get rich teaching experience and reflective experience in the teaching field though,the reflective content is "superficial reflection",the timing is "simple stereotype".Therefore,taking "introspection" as the entry point,the author proposed the promotion mechanism of practical knowledge acquisition of pre-service teachers,that is,University Clarify training objectives: establish a reflective ability-oriented pre-service teacher training objectives;The teaching paradigm of pre-service teacher should adjust the teaching paradigm: the transition from research-dependent to practice-reflective;Learning methods of pre-service teachers should be adjusted from knowledge-based learning to transformative learning.The reason why it is called synergistic promotion mechanism is that the main body is coordination,that is,the coordination of educational administrative subjects,teaching subjects,and learning subjects.On the other hand,it is content coordination,that is,coordination of training objectives,teaching paradigms and learning methods.In summary,this study constructs an analytical framework for the practical knowledge acquisition mechanism of pre-service teachers,reveals the acquisition mechanism of pre-service teacher practical knowledge,and helps people to understand the actual practice of pre-service teacher knowledge acquisition.It provides a practical basis for pre-service teacher educators and teachers' colleges to take relevant reform actions and also provides useful lessons for future related research.