Research On The Practical Knowledge Construction Of Pre-service Information Technology Teachers In Educational Internshi

With the rapid progress of educational informatization,information technology and subject teaching has increased integration,which caused many scholars to pay more attention to the professional development of information technology teachers.As a special form of knowledge in teachers’ professional growth,teachers’ practical knowledge is the knowledge base for teachers’ professional development.It is also a bridge between teacher education theory and practice.However,most studies on teachers’ practical knowledge focus on post-service teachers,and less attention is paid to preservice teachers.This study adopts a case study approach and selects three information technology preservice teachers as research subjects.Through interviewing and observing them,collecting survey data from the research subjects,and conducting video analysis and document analysis on the collected data,the study explores the process of generating practical knowledge of three information technology preservice teachers in the process of educational internship,aiming to answer the following three questions:(1)What are the connotations and characteristics of IT preservice teachers’ practical knowledge?(2)What factors influence IT pre-service teachers’ practical knowledge in educational internships?(3)How is IT preservice teachers’ practical knowledge generated and developed during an educational internship?The main findings are that,firstly,the practical knowledge of IT preservice teachers is reflected in five areas: knowledge of subject teaching,knowledge of the subject,knowledge of the context,knowledge of the students and knowledge of the self,and is characterized by individual-centered practical knowledge that is coherent and integrates teachers’ IT competence and literacy.Secondly,the factors that influence preservice IT teachers in the educational practice process include the teachers’ own teaching experience,reflection on self,interaction with the interpersonal environment,students’ feedback,the use of technology tools,and the sociocultural environment in which they work.Thirdly,IT preservice teachers’ practical knowledge is intrinsically constructed under real teaching scenarios through four links: socialization,externalization,combination,and implicitization.The construction path is implicit in the process of construction,and there are four main ways: learning from the past,extracting knowledge from one’s original experience and transforming it into new teaching knowledge;observing and seeking advice,imitating the teaching styles of experienced teachers and peers,gaining alternative experiences and gradually forming one’s teaching style;exploring the Internet,looking for supplementary teaching resources on the Internet to broaden one’s horizons and Through self-reflection,they reflect on their shortcomings and explore their potential.