The Emergence and Development of Research on Teacher Practical Knowledge

doi:10.16382/j.cnki.1000-5560.2018.06.012

Abstract

Abstract: What kinds of knowledge discourses and social contexts make research possible on teacher practical knowledge as an independent field? This article, from the perspective of sociology of knowledge in the methodology of history of ideas, scrutinizes the research on teacher practical knowledge in the past half century. The fundamental appeal of this research field is to pursue the legitimation of teaching as a profession. Social-political discourses and academic-technic discourses affected the emergence and development of various approaches to researching teacher practical knowledge. Educationists' transitional understandings of teaching and education enriched the inner dimensions of teacher practical knowledge. The research focus of teacher practical knowledge changed from observable professional practices to professional knowledge structures, and then to teacher ethic and morality as essentials for teacher profession. Through depicting the complex genealogy of research on teacher practical knowledge, this article is significant for understanding the historical mapping of teacher professionalization.

Key words: practical knowledge, teacher knowledge, teacher education, professionalization, history of ideas, sociology of knowledge

WEI Ge, CHEN Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge[J]. Journal of East China Normal University(Educationa, 2018, 36(6): 107-117+158+159.

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