The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge

Chen Na

doi:doi:10.11648/j.tecs.20210603.14

| Peer-Reviewed

The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge

Chen Na

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 3)

Received: 8 August 2021 Accepted: 30 August 2021 Published: 6 September 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 3)
DOI	10.11648/j.tecs.20210603.14
Page(s)	94-100
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teachers’ Practical Knowledge, Primary Teachers’ Practical Knowledge, Normal University Students, Majoring in Early Childhood Education, Reflective-on-Action

References

[1]	WEI Ge, CHEN Xiangming. (2018) The Emergence and Development of Research on Teacher Practical Knowledge. Journal of East China Normal University (Educational Science), 36 (06), 107-109.
[2]	WU Yichang. (2007) A review of teacher's practical knowledge in China. Shanghai Education and Research Institute, 11, 15-19.
[3]	CHEN Hongjie. (2018) Three Questions on the Study of Teachers’ Practical Knowledge. Peking University Education Review, 16 (04), 11-19.
[4]	CHEN Xiangming. (2003) Practical Knowledge: the Knowledge Base of Teachers' Professional Development. Peking University Education Review, 1.
[5]	JU Yucui. (2003) Teacher education and the renewal of teacher personal practice theory. Education Exploration, 3, 92-94.
[6]	ZHANG Minxuan. (2002) Explicit professional knowledge and teacher professional development. Educational Research, 01, 14.
[7]	FAN Langhuo. (2013) Research on the development of teachers’ teaching knowledge (Second edition). East China Normal University Press.
[8]	Hirotaka Takeuchi, Ikujiro Nonaka. (2018) The Spiral of knowledge creation: Knowledge management theory and case studies. Intellectual Property Publishing House, 47-70.
[9]	ZHAO Changmu. Teacher Growth Formation and Development of Practical Knowledge and Intelligence. Educational Research. 5, 54-58.
[10]	LIN Tinghua. (2015) A study on the practical knowledge development of senior preschool teachers. Journal is being built (Taiwan), 28, 277.
[11]	CHEN Shuang. (2017) Features of Student Teacher's Practical Knowledge at the Initial Stage of the Practicum. Foreign Languages and Their Teaching, 4, 34.
[12]	Quote in ZHU Xiaoman. (2001) Talk about “Teacher professional Growth”. Journal of Nantong University (Social Sciences Edition), 3, 90.
[13]	PENG Bin. (2012) Achievement professional preschool teachers -- A study of preschool teachers professional Development stage. Peking Normal University Press, 13.
[14]	LI Dan. (2011) On the Development to Preschool Teachers' Practical Knowledge. Southwest university, 92.
[15]	LU Naigui, WANG Xiaoli. (2008) Analysis of the Profession Dimension in Theory of Teacher Professional Development. Teacher Education Research, 11, 2.
[16]	ZOU Bin, CHEN Xiangming. (2004) Tracing to the Source of the Concept of Knowledge for Teachers. Curriculum, Teaching Material and Method, 6, 106.
[17]	WEI Ge, CHEN Xiangming. (2017) How to Capture Teachers' Practical Knowledge - Path Exploration and Practical Demonstration in “Dilemma Space”. Educational Science Research, 2, 83.
[18]	Jean Lave, Etienne Wenger. (2004) Situational learning: Legitimate Peripheral Participation. East China Normal University Press, 6-7.
[19]	CHEN Xiangming. (2018) Revisiting Teacher Practical Knowledge: A Response to Some Queries. Peking University Education Review, 16 (4), 22.
[20]	WEI Ge. (2020) Generation of Teachers' Practical Knowledge. Educational Science Publishing House, 87.
[21]	Wang Lu, Peng Le, Li Yao, Ren Yi. (2019) The Characteristics of Excellent Teachers’ Practical Knowledge: Knowledge Discovery Based on Big Data. Curriculum, Teaching Material and Method, 2, 128.
[22]	DAN Fei, HE Jingwen, ZHANG Mengtao. (2019) Development of Practical Knowledge in Pre-service Preschool Teachers: Current Situation, Influencing Factors and Educational Suggestions. Educational Research and Experiment, 7, 74-75.
[23]	CHEN Xiangming. (2009) On the Constituting Components of Teachers' Practical Knowledge. Educational Research, 10, 68.
[24]	LU Lijie. (2007) Reflection on Teacher’s Practical Knowledge Study and Its Enlightenment. Research in Educational Development, 11B, 22.
[25]	ZHAO Chang-mu. (2002) Continuous teacher growth: Faith change and Adaptation. Global Education, 8, 22-24.
[26]	Barbara Larrivee. (2000) Transforming Teaching Practice: Becoming the Critical Reflective Teacher. Routledge: Taylor & Francis Group, 302.
[27]	LI Dan. (2011) On the Development to Preschool Teachers' Practical Knowledge. Southwest university, 86.
[28]	CHEN Hong. (2018) Structural Practice Guidance: Construction of New Teachers' Educational Knowledge. Journal of Beijing Institute of Education, 5, 16-19.
[29]	HUANG You-chu. (2013) The Missing and Improvement of Pre-service Teachers’ Practical Knowledge. Teacher Education Research, 28 (05), 85.
[30]	LIU Tian-e. (2016) The Problems Existing in the Curriculum of Preschool Teacher Education in Colleges and Universities and the Way of Reform. Education Review, 10, 118.
[31]	Lee S. Shulman. Those who understand: Knowledge growth in teaching. Educational Researcher, Feb., 1986, Vol. 15, No. 2 (Feb., 1986), 4-14.
[32]	QU Xia. (2012) Student Teachers’ Perceptions of Theoretical Knowledge in Field Experience and Its Implication for Pre-service Teacher Education. Teacher Education Research, 6, 15-16.
[33]	JIANG Shuling, LI Mengyao. (2016) Transformation from Theoretical Knowledge to Practical Knowledge——A Perspective of Professional Capability Development of Student Teachers. Education Research Monthly, 6, 73.
[34]	SHI Zhongying. (2001) Tacit knowledge and Normal Education. Teacher Education Research, 3, 36-40.
[35]	Donald A. SchÖn. (2007) The Reflective Practitioner: how professionals think in action (Chinese edition). Educational Science Press.
[36]	Timothy G. Reagan，Charles W. Case, John W. Brubacher. (2005) Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools (Second Edition), (Chinese edition). China Light Industry Press, 24-25.

Cite This Article

Plain Text BibTeX RIS

APA Style

Chen Na. (2021). The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge. Teacher Education and Curriculum Studies, 6(3), 94-100. https://doi.org/10.11648/j.tecs.20210603.14

Copy | Download

ACS Style

Chen Na. The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge. Teach. Educ. Curric. Stud. 2021, 6(3), 94-100. doi: 10.11648/j.tecs.20210603.14

Copy | Download

AMA Style

Chen Na. The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge. Teach Educ Curric Stud. 2021;6(3):94-100. doi: 10.11648/j.tecs.20210603.14

Copy | Download

@article{10.11648/j.tecs.20210603.14,
  author = {Chen Na},
  title = {The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {3},
  pages = {94-100},
  doi = {10.11648/j.tecs.20210603.14},
  url = {https://doi.org/10.11648/j.tecs.20210603.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210603.14},
  abstract = {Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge
AU  - Chen Na
Y1  - 2021/09/06
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210603.14
DO  - 10.11648/j.tecs.20210603.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 94
EP  - 100
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210603.14
AB  - Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.
VL  - 6
IS  - 3
ER  -

Copy | Download

Author Information

Chen Na

Education and Science Department, Early-childhood Education, Hubei University of Education, Wuhan, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Chen Na. (2021). The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge. Teacher Education and Curriculum Studies, 6(3), 94-100. https://doi.org/10.11648/j.tecs.20210603.14

Copy | Download

ACS Style

Chen Na. The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge. Teach. Educ. Curric. Stud. 2021, 6(3), 94-100. doi: 10.11648/j.tecs.20210603.14

Copy | Download

AMA Style

Chen Na. The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge. Teach Educ Curric Stud. 2021;6(3):94-100. doi: 10.11648/j.tecs.20210603.14

Copy | Download

@article{10.11648/j.tecs.20210603.14,
  author = {Chen Na},
  title = {The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {3},
  pages = {94-100},
  doi = {10.11648/j.tecs.20210603.14},
  url = {https://doi.org/10.11648/j.tecs.20210603.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210603.14},
  abstract = {Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge
AU  - Chen Na
Y1  - 2021/09/06
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210603.14
DO  - 10.11648/j.tecs.20210603.14
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 94
EP  - 100
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210603.14
AB  - Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.
VL  - 6
IS  - 3
ER  -

Copy | Download