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Generation of Teacher’s Practical Knowledge
XIA Yangyan, ZHOU Haiyu
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DOI:10.17265/2161-623X/2024.11.007
Nanjing Xiaozhuang University, Nanjing, China
The research on teachers’ practical knowledge follows the basic requirements of the practice-reflective pedagogy paradigm, which believes that teachers are not only professionals who need to develop continuously but also reflectors and practitioners who can actively reflect on practice. For front-line teachers, pedagogical knowledge is not only an abstract theory but also professional wisdom with practice; educational practice is not only an action under the guidance of theory but also a component and embodiment of teachers’ reflective knowledge. Under the guidance of the practice-reflective pedagogy paradigm, scholars Li Lichun and Wei Ge follow the framework of practical epistemology and combine it with China’s education reform practice to explore the relationship between knowledge and action, theory and practice in the process of education and teaching of primary and secondary school teachers. Li Lichun’s research explores the essence of teachers’ practical knowledge, and Wei Ge’s research explores the generation mechanism of teachers’ practical knowledge. The two scholars have conducted in-depth discussions on the future direction of teachers’ professional development and teachers’ professional subjectivity in combination with the research on teachers’ practice in China’s basic education stage, and strive to provide explanations and reform plans for China’s teacher education policy reform, teacher professional development, and training from a theoretical perspective.
teachers’ practical knowledge, the nature of teachers’ practical knowledge, the generation of teachers’ practical knowledge
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