An Inquiry into Components of Teachers' Practical Knowledge in Chinese Schools

Autor/in	Chen, Xiangming
Titel	An Inquiry into Components of Teachers' Practical Knowledge in Chinese Schools
Quelle	In: Educational Studies in Japan: International Yearbook, (2009) 4, S.103-115 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1881-4832
Schlagwörter	Observation; Interviews; Foreign Countries; Teachers; Researchers; Educational Change; Higher Education; Beliefs; Reflection; China + Suchen Sie Ihr Suchwort? Beobachtung; Interviewing; Interviewtechnik; Ausland; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Belief; Glaube
Abstract	Traditionally school teachers have been considered as lacking knowledge of their own. They were regarded as consumers of knowledge created by university researchers outside their practice. With the increasing call for teachers to assume a role as researcher in recent China, more and more research has been conducted into the knowledge of school teachers. This paper discusses a research project on school teachers' practical knowledge. As one of the many reform strategies, the research is conducted by a collaborative team of university researchers and school teachers. The purpose of the research is to empower school teachers by identifying and acknowledging a special kind of knowledge of their own. By way of classroom observation, interviewing and document analysis, the team finds that teachers' practical knowledge can be conceived as composing 4 major components. 1) Subject: the owners of the practical knowledge are teachers instead of academics. 2) Problem situation: teachers are confronted with a puzzling problem to be solved. 3) Reflection-in-action: teachers need to take measures to solve the problem in order to obtain an "experience" in Dewey's sense. This experience relates "doing" to"receiving" (interactive), and will guide teachers' teaching in the future (continuity). 4) Beliefs: although practical knowledge is embedded within the whole "experience", it can be distilled into a belief which will be subsequently verified by teachers' actions and will direct their follow-up actions. (Contains 4 figures.) (As Provided).
Anmerkungen	Japanese Educational Research Association. UK's Building 3F, 2-29-3 Hongo, Bunkyo-ku, Tokyo 113-0033 Japan. Tel: +81-3-3818-2505; Fax: +81-3-3816-6898; e-mail: jsse@oak.ocn.ne.jp; Web site: http://www.soc.nii.ac.jp/jsse4/index-e.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10