A Case Study On The Generation Of Teacher’s Practical Knowledge For Normal Student

Teacher’s practical knowledge is a special form of knowledge generated in teachers’ professional growth process. With the teachers’ research turn attention to the decision-making, teachers thinking and the rise of teachers’ individual theoretical study, teachers’ practical knowledge has become the focus of attention of the researchers, recognizing the importance in teachers’ professional growth. However, existing research results almost for in-service teachers, rarely involving normal students, normal students how to generate and develope their our practical knowledge have to be studied to solve. Student teaching practice is an important part of teacher education and training, also the practical knowledge generated key courses. Therefore, this study is to explore, for the generation of practical knowledge before and after the teachers education internship, providing some knowledge to improve the current teacher education.This study adopts the strategy of the case studies, the use of interviews, observation, video analysis and document analysis method to collect data, intending to explore the following four questions:1.What practical knowledge has generated for normal students before their teaching practice?2. What factors shaped the practical knowledge generated for the normal students before their teaching practice?3.What kinds of changes have happened of the practical knowledge for the normal students during their teaching practice?4.What factors affected the practical knowledge changed for the normal students during their teaching practice? After nearly two years of inquiry, the study found:The generation of student teachers’ practical knowledge is divided into two stages affected by the teaching practice, before and after the stage of the generation of the student teachers’ practical knowledge significantly different; The image generated before teaching practice is maintained and further strengthened during in the teaching practice, image as the core of knowledge about the beliefs led other practical knowledge; The structure of student teachers’ practical knowledge from the abstract to the concrete can be divided into the image, practical principle and rule of practice, the practical principles and rules guided by the image will be different to adjust the situational; The practical knowledge during in the teaching practice are increased compared with before, but some practical knowledge will be stagnation or retrogression affected by education situational factors; The factors affecting student teachers’ practical knowledge generation can be divided into three categories of personal aspects, situational and other aspects, the influencing factors are vary in the two phases of internship before and after, but the instructor and personal reflection is the most important factor; The generation of student teachers’ practical knowledge is through their individual personally practice to try and conclusive evidence, or through alternative experience to observe, through reflection on teaching experience, continuing construction and correction in practice.Recommendations for Normal Students should improve the ability of self-reflection to promote the generation of practical knowledge; strengthen advanced educational philosophy to conducting education; create a real classroom test lecture environment to promote the generation of practical knowledge. For teacher education institutions, should set up appropriate courses to help normal students to reflect on their existing image; should change teaching methods to strengthen the teaching of practical rules; should strengthen internship guidance to help normal students to know the teachers’ concepts behind; should improve present internship situation to let normal students contact internship scene more times and longer.