An Inquiry into Components of Teachers' Practical Knowledge in Chinese Schools(Symposium: Social Changes in East Asia and Education Reforms)

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Traditionally school teachers have been considered as lacking knowledge of their own. They were regarded as consumers of knowledge created by university researchers outside their practice. With the increasing call for teachers to assume a role as researcher in recent China, more and more research has been conducted into the knowledge of school teachers. This paper discusses a research project on school teachers' practical knowledge. As one of the many reform strategies, the research is conducted by a collaborative team of university researchers and school teachers. The purpose of the research is to empower school teachers by identifying and acknowledging a special kind of knowledge of their own. By way of classroom observation, interviewing and document analysis, the team finds that teachers' practical knowledge can be conceived as composing 4 major components. 1) Subject: the owners of the practical knowledge are teachers instead of academics. 2) Problem situation: teachers are confronted with a puzzling problem to be solved. 3) Reflection-in-action: teachers need to take measures to solve the problem in order to obtain an "experience" in Dewey's sense. This experience relates "doing" to "receiving" (interactive), and will guide teachers' teaching in the future (continuity). 4) Beliefs: although practical knowledge is embedded within the whole "experience", it can be distilled into a belief which will be subsequently verified by teachers' actions and will direct their follow-up actions.
日本教育学会の論文

著者

Chen Xiangming
School Of Education Peking University

An Inquiry into Components of Teachers' Practical Knowledge in Chinese Schools(Symposium: Social Changes in East Asia and Education Reforms)

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