[1]周仕荣.职前教师实践性知识的内涵、特征和建构[J].泉州师范学院学报,2013,(04):10-13.
　ZHOU Shi-rong.Connotation,Characteristics and Construction of Practical Knowledge of Pre-service Teachers[J].,2013,(04):10-13.
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职前教师实践性知识的内涵、特征和建构()
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《泉州师范学院学报》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2013年04期
页码:
10-13
栏目:
高等教育管理
出版日期:
2013-08-30

文章信息/Info

Title:
Connotation,Characteristics and Construction of Practical Knowledge of Pre-service Teachers
文章编号:
1009-8224(2013)04-0010-04
作者:
周仕荣
漳州师范学院 数学与信息科学系,福建 漳州 363000
Author(s):
ZHOU Shi-rong
Department of Mathematics and Information Science,Zhangzhou Normal University,Fujian 363000,China
关键词:
职前教师;  实践性知识;  内涵;  特征;  建构
Keywords:
pre-service teacher;  practical knowledge;  connotation;  characteristics;  construction
分类号:
G807.3
文献标志码:
A
摘要:
目前关于教师知识的研究已转向强调教师教学思维过程和教师实践性知识,采用定性为主的方法考察教师怎样对学科内容、教学法、学生的特征和学习环境进行理解、反思和改进,才能形成特定的关于教学的综合知识体系。而职前教师实践性知识生成和增长却具有情景缺失性、可变性、虚拟性和生成性等特征,他们只能浸染于多样性的教学情景中,采用多种方式才能建构初步的关于教学的知识、信念和关于教师身份的认同感。
Abstract:
Research on knowledge of teachers has shifted to emphasize teachers' thoughts and practical knowledge,and investigated that how teachers understood,reflected,and improved their subject matter kowledge,pedagogy,student characteristics,and the environmental context of learning,finally shaped an integrated set of knowledge for teaching,based on the qualitative method.The formation and growth of practical knowledge of pre-service teachers take on some characterstics of context-free,changeability,virtuality,and generation,they should infiltrate in the muitifarious settings,and gradually construct the elementary knowledge,beliefs and teachers' sense of identity for teaching in diverse ways.

参考文献/References:

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[5] JOHNSTON,S.Images: A way of understanding the practical knowledge of student teachers[J].Teaching and Teacher Education,1992,8:123-136.
[6] HANDAL,G L,LAUVAS,P.Promoting reflective teaching: Supervision in action [M].Milton Keynes: SHRE and Open University Press,1987.
[7] 陈向明.教师实践性知识研究的知识论基础[J].教育学报,2009,5(2):47-56.
[8] 王加强.“教”可教吗?——教师教育理论前提的哲学反思[J].教育学报,2012,8(5):37-43.
[9] COCHRAN-SMITH M,LYTLE S.Relationships of knowledge and practice: Teacher learing in communities[J].Review of Research in Education,1999,24:249-305.

备注/Memo

备注/Memo:
收稿日期:2013-04-27
作者简介:周仕荣(1972— ),男,四川达县人,副教授,博士,从事数学教育理论与实践和教师教育研究。
基金项目:福建省教育厅人文社科A类项目(JA12214S)
更新日期/Last Update: 2013-08-30