The Research On Tacit Knowledge Structure And Its Inventory For Teachers' Teaching Practice

The research into tacit knowledge has shown many prominent productions in philosophy realm, psychology realm and the management realm. But in the pedagogy realm, especially for the research on teachers'tacit knowledge is still limited. Not only for teachers of their own but for the whole teacher profession development, the exactitude understanding and comprehension the teachers ' tacit knowledge are quite necessary.This paper takes a background of postmodern knowledge view, with the support of existing production of tacit knowledge, it re- examines the knowledge foundation of the teacher professional development, and makes a definition to the teachers'tacit knowledge. And then, innovatively, put forward of the teachers'tacit knowledge structure for teaching practice. Finally according to the structure, we draw up a questionnaire for testing the level of teachers'tacit knowledge. That questionnaire not only has good reliability and validity but also the utility and feasibility. It can be the valid measure tool for the level of teachers'tacit knowledge for teaching practice.This paper contains five parts.The first part elaborates research background and research problem of this paper, and accounts for the main frame of this paper. In recent years, the study concerning teachers'tacit knowledge is under the big background that postmodern knowledge view. However actually what is the teachers'tacit knowledge, how many aspects are included in the teachers'tacit knowledge, whether the level of teachers'tacit knowledge for teaching practice can be measured. According to these questions, we put forward a research problem, and confirm the research methods. The second part carries on sorting and analyzes to the research result of the tacit knowledge structure and measure tools of tacit knowledge which has something to do with this research. The research and study of tacit knowledge, extensively exists in philosophy realm, psychology realm, pedagogy realm, and the management realm and calculator science realm. This research mainly draws lessons from philosophy, pedagogy and psychology academics realms to discuss the content, classification, structure and survey of teachers'tacit knowledge.The main body of this thesis is in the third and fourth parts.The third part is the main part of this paper. In this part, we discuss thoroughly on the content, type and characteristic of teachers'tacit knowledge, and put forward the teachers'tacit knowledge structure. At the beginning, according to the main point about tacit knowledge of M.Polanyi, we make a definition to teachers'tacit knowledge, and carry on elaborate to the type and practice tropism of teachers'tacit knowledge. Secondly, with the interview contents and based on the 3D structure theories of tacit knowledge of Robert J.Sternberg, we further confirm the tacit knowledge for teachers'teaching practice; finally, the writer makes sure of the diagram that shows the structure of tacit knowledge for teachers'teaching practice. There are three dimensions in the structure: managing self, managing others and managing tasks. The first one contains developing self and modulating self; the second one contains teachers and the students' association and colleague interacion; the third one contains assistance tool and managing performance. These three dimensions mentioned above are interaction. Do well managing self first, then could carry on managing others and managing tasks.The fourth part belongs to demonstration research. In this part, it elaborated a questionnaire in detail from draw up, issue, callback and data processing. Taking high school teacher as the object, we firstly test the reliability and validity of this questionnaire; then according to the confirmatory factor analysis, we can confirm the main factors which influence the level of tacit knowledge for teachers'teaching practice, such as teach age, title, gender...etc.; finally, we make a analysis to the result of questionnaire and make a main conclusion of this paper.The fifth part is the summary of this paper. Mainly summed up the results and innovative point of this paper. We believed that along with deeply change of education reform and continuously improvement to the way of teacher-training, the research on tacit knowledge structure and its inventory for teachers'teaching practice would make a function to the teacher profession development.