A Study On The Professional Development Of Primary School Teachers From The Perspective Of Practical Knowledge

Teacher is the key to a successful education career. Only qualified teachers can makehigh quality education level. Teachers’ professional development has become the core of thecurrent teacher education reform in our country, which gets the extensive concern of theresearchers. But there has always been a problem that the separation of theory and practice inthe field of teacher education. In order to solve the bottleneck restriction of teachers’professional development, we should pay close attention to front-line teachers’ behaviors inpractice. They are practical knowledge that governs teaching behaviors of teachers. Teachers’practical knowledge is the core of the knowledge, which contacts with the whole process ofthe teachers’ professional development. Teachers’ practical knowledge is theoreticalfoundation in the teachers’ professional development.From the perspective of teachers’ practical knowledge, this article systematicallyanalysis research achievement about the teacher’s practical knowledge and teachers’professional development research. The article defines the connotation of the practicalknowledge and teachers’ professional development. Through the survey, the articleilluminates the current situation of teachers’ practical knowledge and practical knowledgeabout the influence of teachers’ professional development. The current situation of teachers’practical knowledge divided into four dimensions of knowledge included the knowledge ofeducation belief, the knowledge of self interpersonal, the knowledge of situational andstrategy, the knowledge of reflection and research. To find out the existing problems andreasons about elementary school teachers’ professional development under the practicalknowledge view. The article puts forward to the feasible measures of primary teachers’professional development. This article’s respondents are220teachers of six primary schoolsin dalian and the four primary school teachers who situate the different stage of teaching age.Through the investigation and analysis, The reasons that hinder the development of theteachers’ practical knowledge are the teacher education lays emphasis on theoretical teachingtoo much, which ignores the cultivation of teachers’ practical ability and the lack ofindependent development, and so on. There are some problems about primary schoolteachers’ professional development from practical knowledge.1. On the whole primaryschool teachers’ practical knowledge is relatively lacking;2. External education belief knowledge does not translate into the theory of guiding teachers’ practice;3.The practicalknowledge that the lack of reflection hinders the improvement of teachers’ professional skills;4.The empirical knowledge that the lack of theoretical guidance hinders the teachers’professional development.5. The weak self interpersonal knowledge is not conducive toimprove the teachers’ professional quality. According to the problems existing and the reasonanalysis in the research, this article puts forward strategies that construction of practicalknowledge promotes the development of primary school teachers’ professional development.1. Optimization of teacher education curriculum, reasonable arrangement of practicalteaching;2.Promoting teachers’ independent development, update and internalizationeducation belief;3. Promoting teachers’ professional dialogue, enhance teachers’ practicewisdom;4. Look at practice experience of teaching, raising the level of teacher reflection;5.Strengthen on-the-job training guidance, improve the training effectiveness.