An Analysis Of The Practical Knowledge Of Italian Chinese Teachers

Studying the practical knowledge of Chinese teachers can not only help front-line teachers to reflect on their own teaching practices,but also provide specific ideas and methods for teachers’ professional development and improve the quality of international Chinese education.This study takes Chinese teachers in Italy as the research object,adopts qualitative analysis method,uses Nvivo11 software to encode interview texts and teaching seminar records at three levels,and constructs the framework structure of Chinese teachers’ practical knowledge from the bottom up.It is found that the practical knowledge of Chinese teachers is the knowledge that international Chinese teachers extract from their own cognition of Chinese teaching and social practice and apply to teaching practice after reflecting on teaching difficulties.Its connotation includes knowledge about teaching,knowledge about language,knowledge about students,knowledge about self and knowledge about situation,and each knowledge framework covers many categories.Compared with the framework of other Chinese teachers’ practical knowledge research,the framework of Italian Chinese teachers’ practical knowledge is roughly the same,and the differences are mainly reflected in the cognition of the Italian education system,communication with Italians and the feeling of Italian culture.By analyzing the relationship between Chinese teachers’ practical knowledge and individual factors,this paper puts forward three stages of the generation of Italian Chinese teachers’ practical knowledge,namely,the stage of concern for survival,the stage of concern for students and the stage of concern for situation.The corresponding stages generate technical reflection,practical reflection and liberation reflection respectively.The surveyed teachers had the same practical knowledge structure and similar solutions to teaching problems.However,under the influence of different students and class types,teachers tend to be biased in some specific aspects of practical knowledge.Even though the experience of teachers is not balanced in various aspects,they will discuss and grow together through sharing and communication.Finally,based on the suggestions of the interviewees and the current training model for Chinese teachers,this paper proposes a revised plan for teacher training and ways for individual Chinese teachers to improve their practical knowledge.