Narrative Research On Teachers’ Practical Knowledge Sharing

With the spread of postmodernism,the concept of knowledge has shifted from focusing on theory and technology to the individuality and context of knowledge,and the new curriculum reform’s new requirements for teachers have made the education industry shift from focusing on teacher education theory knowledge to focusing on teacher practice.The next thing is to think about how to integrate and share teachers’practical knowledge in order to maximize the function of practical knowledge resources.Based on the above reasons,this research explores the practical knowledge and the sharing status of three primary and middle school teachers through narrative research,and constructs a sharing mechanism based on the research content tentatively.The full text of this study is divided into three parts.The first part is to define the concept based on the existing research.Teachers’practical knowledge means that under the influence of the teacher’s life history,the teacher’s initial values and educational beliefs,the teacher is gradually generating and it can be flexibly used by the teacher in the specific practical situation.Combining with the direction and content of this research,it is recognized that teachers’ practical knowledge has the characteristics of reticence,contextuality,individuality,practicality,reflection.The sharing of teacher ’s practical knowledge refers to the process by which teachers communicate and exchange the practical knowledge accumulated by individuals in practice with the members of the organization through a certain way,thereby transforming it into the process of practical knowledge shared by the members of the organization.This kind of sharing is not simply the exchange of practical knowledge,but the promotion and creation of practical knowledge,which is a process of value-added practical knowledge.The second part is to observe and interview the three research participants by the way of narrative research,respectively showing the source,generation and sharing status of the three teachers’ practical knowledge.The study found that teachers’ practical knowledge sharing status is mainly manifested as poor sharing initiative and weak sharing willingness.Sharing channels are mainly divided into school-organized activities such as listening,evaluating lectures,teaching,research meetings,training lectures,mentoring and apprenticeship,as well as spontaneous inter-faculty activities.The effectiveness of practical knowledge sharing in school organization activities is low and the corresponding system support is not in place.The third part is to analyze the attribution of the sharing situation and propose a strategy for the construction of the sharing mechanism.Studies have found that the poor performance of teachers’ practical knowledge sharing can be attributed to the lack of shared cultural support,teachers’ lack of an atmosphere and environment that can promote practical knowledge communication,sharing and innovation,and failing to form and practice mutual trust.Cooperating with each other and sharing values are beneficial to the development of organizations and individuals.Lacking the support of a shared system will fail to create a loose,tolerant and flexible institutional environment,and will lack corresponding institutional guarantees for knowledge providers in shared behavior.Based on this,it puts forward to the construction strategies of teachers’ practical knowledge sharing mechanism,such as improving teachers’ practical knowledge sharing ability,forming a trust and mutual aid organizational culture,formulating reasonable incentive compensation system,creating a practical knowledge sharing platform,and establishing an online and offline teacher community.