A Self-Narrative Study Of Pre-Service Preschool Teachers’ Professional Learning And Practical Knowledge Development

Practical knowledge is an important type of knowledge for teachers’ professional learning,which serves as a bridge between educational theory and practice and demonstrates the professionalism of teaching.Focusing on the generation and development of practical knowledge for pre-service early childhood teachers can effectively improve the efficiency of their professional learning.Practical knowledge has the characteristics of implicitness and individuality.To accurately and effectively present the process of generating and developing practical knowledge,this study uses the self-narrative research method,selecting the researcher’s own development process of practical knowledge as the starting point.Through authentic reconstruction of the researcher’s professional learning and growth experience,analyzing the development process of professional learning and practical knowledge,reflecting on one’s own professional learning process,exploring the main factors affecting the development of one’s own practical knowledge,and thus exploring effective ways to promote the development of practical knowledge for pre-service early childhood teachers.The aim is to provide valuable references for improving the efficiency of pre-service early childhood teacher’s professional learning and promoting the development of their practical knowledge.Firstly,based on the presentation and description of Z teacher’s professional learning and growth story,the study analyzes Z teacher’s professional learning process and finds that Z teacher’s professional learning can be divided into two stages: "externally-driven professional learning" and "internally-driven professional learning." At different stages,Z teacher’s practical knowledge,including knowledge about oneself,subject knowledge,knowledge about children,and situational knowledge,also shows different developmental patterns.Secondly,through reflection on Z teacher’s professional learning and development process of practical knowledge,the study finds that personal factors such as negative self-awareness,lack of professional theoretical knowledge,insufficient experience reserves,and low self-efficacy,as well as teacher education factors such as formalized simulated teaching and fragmented observation,hinder the generation and development of practical knowledge,while professional guidance from classmates,communication with internship partners,and personal reflection can promote the generation and development of practical knowledge.Finally,the study draws the following main conclusions: the professional learning paradigm of pre-service early childhood teachers has shifted from "externally-driven" to "internally-driven," and under different professional learning paradigms,their practical knowledge also shows different developmental patterns.Personal factors play a dominant role in the professional learning and development of practical knowledge for pre-service early childhood teachers.The development of practical knowledge for pre-service early childhood teachers cannot be separated from the professional learning process of "reflection-practice," and "observation" and "trial and error" are the two paths for the development of practical knowledge for pre-service early childhood teachers.Therefore,in order to promote the development of practical knowledge for pre-service early childhood teachers,pre-service teachers should focus on the development of their own reflection ability,enrich their theoretical knowledge reserves,and take education internships seriously.Teacher education should provide more opportunities for educational practice activities,develop and establish an evaluation system for pre-service early childhood teachers’ practical knowledge,and strengthen pre-service early childhood teachers’ attention and understanding of themselves.