Research On The Problems And Solutions Of Accumulation And Sharing Of Special Education Teachers' Practical Knowledge

Teachers' practical knowledge is the implicit knowledge which roots in teachers' reflection and refining on their own teaching experience.It can promote teachers' professional development and embody their specific action about education and teaching.The accumulation and sharing of teachers' practical knowledge directly affects the effectiveness of teachers' teaching activities and the overall education quality of schools.There are certain differences between teachers in special education schools and those in ordinary schools in the accumulation and sharing of practical knowledge.And the reasons lie in the differences in education objects,teaching methods,evaluation system,and the delay in obtaining a sense of achievement.The researcher takes the accumulation and sharing of practical knowledge of teachers in special education schools as the research object,which is helpful to clarify the practical knowledge that can affect the professional development of teachers in special education schools and find reasonable solutions.In this way,the teaching ability of teachers in special education schools can be improved and the development of children in special education schools can be promoted as well.Through literature review in the early stage of this study,the researcher gets at the research status of teachers' practical knowledge accumulation and sharing,especially the teachers in special education schools.That's the reason why school C in Ningbo is chosen.On the basis of interviews,this research studies four dimensions,namely special education teachers' understanding of practical knowledge,ways to acquire practical knowledge,strategies for accumulating practical knowledge,and methods of sharing practical knowledge.Typical problems found in the interviews are as follows:Firstly,special education teachers lack awareness of the concept of teachers' practical knowledge.Secondly,special education teachers have an inaccurate understanding of the connotation and extension of teachers' practical knowledge.Thirdly,there is a samey way for special education teachers to accumulate practical knowledge,and they are doing it individually.Fourthly,while special education teachers are willing to share,they don't take the initiative to do it.Fifthly,special education teachers listed various approaches to sharing practical knowledge,but the establishment of regulations needs to be strengthened imperatively.These problems arise from the consciousness of the teachers in special education schools and the particularity of educational service.They are inseparable from the system and policies of special education schools.In the meanwhile,they are closely related to the curriculum in the teacher training system and the pertinence of post-employment education.Therefore,improvements can be made in terms of promoting the training system for normal students,the administrative duties and management systems in special education schools and teachers' emotions and practice.