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

Chen Na

doi:doi:10.11648/j.tecs.20210603.14

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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

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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), 2021. 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

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Cite This Article

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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

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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

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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

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@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}
}

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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  -

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Author Information

Chen Na

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

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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

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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