A Case Study On The Development Of Practical Knowledge Of Russian Pre-service Local Chinese Teacher

Teacher’s practical knowledge is the foundation of his professional development,it is the basis of the developing of his professional thinking and teaching behavior.Therefore,research on the development of practical knowledge plays an important role in teachers training.This paper uses qualitative research methods to conduct a half-year follow-up observation study of the development process of practical knowledge of Russian pre-service local Chinese teachers,in the case of Teacher L.The researcher collects data through classroom observations,class preparation notes,teaching journal and other physical materials,and thoroughly analyzes the research data.Combining Teacher L’s educational background and her Chinese teaching experience,this research studies the content and the process of her practical knowledge development as a Chinese teacher and also factors influencing its development.The research finds that: firstly,Teacher L has developed various aspects of practical knowledge in two different practice stages(the teaching design stage and the teaching implementation stage).The practical knowledge developed by Teacher L mainly includes four categories: practical knowledge about herself,practical knowledge about her students,practical knowledge about subject she teaches,and practical knowledge about Chinese teaching methods.Secondly,Teacher L’s practical knowledge comes from five sources: professional study at university,teaching self-reflection,reading professional theoretical books,consulting experienced teachers,and participating in Chinese language teaching seminars.Thirdly,the characteristics of the development of Teacher L’s practical knowledge are as follows: phased,objective and operational.Fourthly,in the process of the development of practical knowledge of Teacher L,the reseach has found out that teaching practice facilitates the application of theory,teaching reflection accelerates the generation of practical knowledge,and the teacher learning community accelerates the development of practical knowledge.These are important factors that affect the development of Teacher L’s practical knowledge.On the basis of the aforementioned research,the thesis has important enlightening significance for the training of pre-service local Chinese teachers like Teacher L.This paper is the first to study the development of practical knowledge of Russian preservice local Chinese teachers in the field of international Chinese education.It is hoped that the research in this paper can contribute to the training of local Chinese teachers in the future.