Research On The Generation Path Of Rural Beginning Teachers’ Classroom Practical Knowledge

As the country’s concern for rural education reform deepens,the study of practical knowledge has attracted the attention of scholars,and a large number of research studies have shown that teachers’ practical knowledge plays a pivotal role in promoting the professional development of rural beginning teachers.Rural beginning teachers inject fresh blood into the rural education and teaching reform,and practical knowledge in the classroom provides a solid foundation of practical knowledge for the professional development of rural beginning teachers and provides them with guiding directions for their classroom teaching practice.For beginning teachers in rural areas who lack practical teaching experience,the study of practical knowledge based on teachers’ classroom teaching activities has important theoretical value and practical significance for their professional development and classroom teaching ability enhancement.This study explores the practical knowledge of rural beginning teachers’ classrooms from two dimensions: theoretical research and empirical research.This study considers that the classroom practical knowledge of rural beginning teachers is the knowledge of "how to do" and "how to think" in teaching practice,the former including classroom strategic knowledge,classroom contextual knowledge and teacher interpersonal knowledge,and the latter including self-knowledge knowledge,practice The former includes classroom strategic knowledge,classroom contextual knowledge and teacher interpersonal knowledge,while the latter includes self-concept knowledge and reflective knowledge,and has the characteristics of vernacular culture,contextual construction and silent reflection,which interact with each other and play a subtle role in the teaching practice of rural beginning teachers.This study conducted an empirical investigation through questionnaires and interviews,and found that rural beginning teachers’ overall knowledge of classroom practices was good,including teachers’ interpersonal knowledge,but there were still weaknesses in their knowledge of self-teaching efficacy and role perception,poor knowledge of teaching content and classroom strategies,lack of knowledge of teaching context control and incident handling,incomplete knowledge of inter-teacher collaboration and interpersonal control,and incomplete knowledge of reflective content and reflection.The study also found that the willingness to generate,share,acquire,transform and reconstruct the practical knowledge of rural beginning teachers in the classroom is hindered by traditional and conservative culture,cultural differences between urban and rural areas,a more closed teacher culture,the lack of teaching conditions in rural areas,the gap in the psychological environment,the lack of internal guidance measures and the lack of appropriate training opportunities.In addition,a deeper investigation into the pathway of generating practical knowledge in rural initial teachers’ classrooms reveals that the generation of practical knowledge in rural initial teachers’ classrooms under the SECI model is a cyclical,dynamic and open process that includes four stages: observation and imitation,sharing and collaboration,aggregation and integration,and reflection and practice.Through observation and imitation,it promotes the perception and understanding of teachers’ classroom practical knowledge;through sharing and collaboration,it facilitates the transmission and enhancement of teachers’ classroom practical knowledge;through aggregation and integration,it promotes the connection and reconstruction of teachers’ classroom practical knowledge;through reflection and practice,it realizes the internalization and application of teachers’ classroom practical knowledge;these four stages together promote the socialization,externalization,connection and internalization of rural beginning teachers’ classroom practical knowledge.These four stages together contribute to the socialisation,externalisation,linkage and internalisation of rural beginning teachers’ practical knowledge in the classroom,and thus to the continuous enrichment,systematic integration and internalisation of rural beginning teachers’ practical knowledge in the classroom.Based on the above findings,strategies are proposed to ensure the generation of practical knowledge in the classroom of rural beginning teachers at five levels: providing cultural environment support,building a mentor-led mechanism,forming a community of practice,updating learning modes and shaping reflective skills,so as to further promote the construction of their practical knowledge in the classroom.