A Study On The Development Of Pre-service Teachers’ Practical Knowledge From The Perspective Of School Ecology

The quality of teacher’s work is closely related to the development of younger generation and the improvement of ethos of all citizens in China.Therefore,teachers must constantly improve themselves.Teachers should have basic theoretical knowledge such as conditional knowledge and ontological knowledge.But only when the theoretical knowledge is applied in specific teaching practice to help teachers solve problems,it becomes meaningful and can become a part of teacher’s knowledge.The key to the development of teachers is not only the acquisition of theoretical knowledge,but also the construction of practical knowledge.Teacher’s practical knowledge refers to the knowledge that constructed by teacher’s constantly reflecting on their own and other teachers’ behaviors in their daily teaching and used to guide teaching practice.As future teachers,pre-service teachers also have the responsibility of teaching and educating people.The development of their practical knowledge must be taken into consideration seriously.The development of pre-service teacher’s practical knowledge is influenced by many factors,including their learning experience,work experience,and even life experience.However,the inherent nature of practical knowledge determines that it is largely influenced by specific practical teaching.Educational practicum is an important way to develop pre-service teacher’s practical knowledge.Educational practicum enables pre-service teachers to gain a true experience of teaching in real teaching scenarios.Only by making full use of the opportunity of practicum can practical knowledge be accumulated and developed quickly.With the rise of educational ecology,research has increasingly emphasized the interaction of teachers as individuals and the environment.The development of pre-service teacher’s practical knowledge cannot be separated from the surrounding educational ecological environment.It is influenced by the physical conditions and spiritual culture in this environment.In the process of interacting with people or things in the environment,teachers constantly acquire knowledge and improve themselves.This is a dynamic and continuous process.That is to say,the development of practical knowledge is the result of dynamic interaction between the pre-service teacher and the information-rich school environment.Therefore,it is necessary to introduce an ecological perspective in the study of pre-service teacher’s practical knowledge.Based on such background,this study selected three students from a key normal university as participants,and used case study to explore the development of their practical knowledge under different practicum school ecological environment.The researcher hopes this study can inject new vitality into the research of practical knowledge,and provide advice on the cultivation of masters.The questions in this study are as follows:1.What changes have occurred on pre-service teacher’s practical knowledge during the practicum?2.What is the environment like in different practicum schools?3.How does the school ecological environment affect the development of pre-service teacher’s practical knowledge?The research indicates that:first,educational practicum has an impact on the development of practical knowledge of each pre-service teacher,but the degree of influence on each aspect of practical knowledge is not the same.Student knowledge is the most developed one.Second,the development of pre-service teacher’s practical knowledge is closely related to the ecological factors of the school ecosystem,including interpersonal relationships,physical environment,management,tasks,etc.Third,the development of pre-service teacher’s practical knowledge has gone through the process from motivation to accumulation to presentation and internalization under the co-function of micro system and mesosystem.Based on the research results,the researcher puts forward some suggestions:normal universities should choose the practice school carefully and strengthen communication with schools,clarifying the content of practicum;the practicum school should be responsible for the pre-service teacher;the pre-service teacher should strengthen his awareness of reflection.