The Status Analysis On Chemistry Teachers' Practical Knowledge And Its Epistecmic Cognition Of Teaching Design

The practical knowledge refers to the knowledge system constructed by a social individual based on social practices.Practical epistemology is the epistemology that concerns about individuals in their practices.As teachers are involved in social practices,it is important to understand their development from the perspective of practical knowledge and practical epistemology.Therefore,this essay will begin with the focus of teaching planning,which is a teaching practice,and explore the practical knowledge and practical epistemology among different types of teachers.It will be comprised of the following questions:1.What is the practical knowledge that is being used by different teachers for their teaching planning?What is the difference?2.How to understand the practical epistemology in teaching planning among those teachers?What is the difference?Through interviewing 30 Chemistry teachers who represented different development stages,it is found that trial teachers and immature teachers take the practical knowledge from the chemistry study and the students in their teaching planning,whereas the skilled/expert teachers take the practical knowledge from the students.Teachers who have a master degree take less practical knowledge in terms of types and quantity compared with those who have a bachelor degree,and the former's knowledge tends to be simplified.When conducting the planning,trial teachers and immature teachers would be influenced by two factors-the official data and the personal teaching experience,whereas the skilled/expert teachers would be influenced by the official data and their own understanding of the teaching.As to the interpretation of the official data,the masters are different from the bachelors.During the planning,trail teachers prefer to acquire practical knowledge through reading,reference and imitation,and the experience of others;the skilled/expert teachers prefer to acquire practical knowledge through detailed studies,action research,and building their own cognitive system for teaching.As to the channels for teachers to acquire the practical knowledge that related to teaching planning,trail teachers prefer reading,referencing,imitation and the experience of others,whereas the skilled/expert teachers prefer detailed studies,action research,and building their own cognitive system for teaching.Overall,from the essay's point of view,teachers should transform their development path from being pedagogical to being academic;this process will be more easily seen among the teachers with a master degree than their peers with a bachelor degree.The first chapter of this essay is "Introduction",which discusses the reason for the research and the research overview.The second chapter is "Literature review and theoretical framework construction",which defines the relevant concepts and construct the theoretical framework with the existing researches.The third chapter is "Research designing",which contains semi-structured questionaries targeting 30 different types of teachers.The recording of the interviews has been transformed into text with free coding and a new coding system,and it was coded again for data selection.The fourth chapter is"research outcome",which makes a comparison for the practical knowledge and the practical epistemology in teaching planning among different types of teachers,supported by examples and followed by a discussion about the analysis.The fifth chapter is"Conclusion and discussion",which summarises the result of the research and presents implications and opportunities.