| Pre-service teacher trainee are in the initial stage of professional development,facing the change of working environment and social role,there will be a variety of problems in teaching practice.Teachers’ practical knowledge plays an important role in teachers’ professional development and can directly affect the quality and effect of classroom teaching.Therefore,it is of great significance to study the cultivation of practical knowledge of pre-service teacher trainee for teachers’ personal professional development.Therefore,this paper starts from the author’s internship experience in an international school in Pudong,Shanghai,as a pre-service intern teacher,Integrated classroom observation method,interview method,narrative method,clarify the relationship of pre-service internship teachers’ teaching reflection and the practical knowledge in the problem situation,to explore the sources of pre-service intern teacher practical knowledge,making it easy for pre-service internship teachers into the Chinese teaching environmentas soon as possible,and it also can be a reference to raise their teaching ability and related enlightenment.The results show that personal educational experience is the first source of practical knowledge when pre-service intern teachers deal with extroverted classroom problem behaviors,And in teaching practice the practical knowledge acquired by pre-service intern teachers should be combined with specific problem situations to apply.Subsequently,it summarizes the sources of practical knowledge of pre-service intern teachers.Therefore,this study provides various constructive inspirations according to the dilemma that pre-service teacher trainee are not strong in reflective consciousness and have low reflective ability in the early stage of career development,hoping that pre-service teacher trainee can enhance their reflective ability and improve their practical knowledge in various aspects through reflection on relevant problems situations. |
