The Case Study On The Development Of Kindergarten Teacher's Practical Knowledge

Teacher's practical knowledge is the core of teacher's knowledge, it is the basis for teacher professional development knowledge, which permeates the education of teachers teaching, it is the knowledge that teachers really applicant in the education and teaching. While the practical knowledge is less obvious than the theoretical knowledge, but it helps teachers to understand and internalize the theoretical knowledge, helps teachers to solve the specific issues in teaching activities. Therefore, teacher's practical knowledge plays an irreplaceable role in teacher's education and teaching.In recent years, with the importance of the teacher's practical knowledge have increasingly shown, its research is more increasing. On the theoretical level of the teacher's practical knowledge, the domestic and foreign researchers have been made the beneficial discussion on its connotation, features, generating means, affecting factors and so on; on the practical level, some researchers have been used the methods such as narrative research, case studies to conduct the deep research of the primary and secondary school teachers'practical knowledge, but the specialized research of kindergarten teachers'practical knowledge are relatively few. Although the primary and secondary school teachers'practical knowledge can provide some reference for the development of kindergarten teachers'practical knowledge. However, there are some particularities in the kindergarten teachers'practical knowledge. And through the practice of kindergarten's education and teaching, I found that there are significant differences between the backbone teachers and initially teachers in the practical knowledge. Regarding this, I hope that by exploring the backbone kindergarten teacher's practical knowledge, revealing the practical knowledge that she has and the influencing factors of development, and thus exploring an effective way for kindergarten teachers to develop their practical knowledge, so as to promote kindergarten teacher's professional development.This research is composed of four parts:The first chapter mainly describes the origins of this research, research purpose, research significance, research content and research methods, as well as teacher's practical knowledge at home and abroad has been a systematic study of carding. The second Chapter mainly from the observation of teaching activities, daily teaching activities, life events, teaching and research activities these four specific scenarios, in which to excavate and canalize the practical knowledge what W teachers possess.The third chapter mainly analyzes the influencing factors what W teacher's practical knowledge developed. From teacher's own factors, including personal experiences, personality characteristics, self-reflection and so on; from the external environmental factors, including master mentoring, teacher exchanges and cooperation, experts'leading and so on. Teacher's own factors are the foundation that W teacher's practical knowledge developed.The four chapter with the influencing factors what W teacher's practical knowledge developed, exploring the ways that kindergarten teachers'practical knowledge to develop, namely teacher education learning, reflective teaching practices, construct teacher learning communities.