A Case Study On The Development Of Pre-service History Teachers’ Practical Knowledge

As teacher’s practical knowledge theory appears, teacher’s practical knowledge has become the focus of researchers’ attention. Teacher’s practical knowledge is one of special knowledge during the process of teachers’ professional development, which treats a teacher as a completely whole person in order to explore one’s tacit and inner characters by integrating various factors. However, many in-service teacher’s practical knowledge is concerned instead of pre-service teachers. So, the formation and development of pre-service teacher’s practical knowledge needs researching urgently. The construction of pre-service teacher’s practical knowledge is influenced by both teachers’ educational courses and intership. Therefore, this research mainly discurses the development of pre-service hidtory teacher s ’ practical knowledge and its influencing factors from the current current situation among the pre-service teachers ’ own personality and their hobbies in order to make suggestions for the formation and development of pre-service history teachers ’ practical knowledge.Strategy of case study is used, including interview method, observation method and file analysis to collect research materials and to understand the current situation of pre-service history teachers ’ practical knowledge. This concludes the following findings:1.pre-service teachers ’educational courses which help teachers to enhance their confidence of knowledge formation, is consolidated after their educational intership. 2.Teachers ’ personal prefevences directly affects the accumulation of historical knoeledge. Moreover, history teachers ’ teachering behavious may be influenced in their future teacheing carrer. 3.teachers ’ theoretical knowledge, while the realistic teaching situation helps teachers inspire their experience and their teachering strategies to develop. 4. Pre-service teacher’s practical knowledge is mainly divided into five parts, and the relations among each part is not independent but integral. 5.The influencing factors of developing pre-service history teacher’s practical knowledge are from teachers ’ subject awareners and object environment. Besides, parts of teachers ’ educational courses reflections on teaching and unexpected teacher events are focused as well.Based on here in before conclusions, some suggestions for developing the pre-service teacher’s practical knowledge are discussed as follows:1. Pre-service history teachers should learn to revalue their teachers ’ identity, learn how to deal with their unexpected teaching events and learn to make reflective teaching timely.2. Pre-service history teachers ought to pay more attention to the knowledge conistraction of history subject knowledge and pedagogical content knowledge in history teaching.3. More targeted and specific educational coursesmo are designed for pre-service history teachers by Normal Universiy. 4.More opportunities for pre-service history teachers to participate in teaching are created in order to develop pre-service history teachers ’ practical knowledge and train more skilled teacgers.