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Research on Model Construction of Teacher Knowledge

Author: LiuQingHua
Tutor: JinYuLe
School: Southwest China Normal
Course: Curriculum and Pedagogy
Keywords: teacher knowledge model construction
CLC: G451
Type: PhD thesis
Year: 2004
Downloads: 2709
Quote: 47
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Abstract


The final purpose of education is for students’ development. Teacher and his structure of knowledge affect not only the implementation of teaching but also the learning of students. What knowledge structure a teacher owns will have a great influence on students’ future development. Along with further development of education reform and curriculum reform of the new round in our country, they will face new problems and new challenges in teacher knowledge and teacher education. Whether the New Curriculum Reform can be successfully put in practice the construction of new knowledge of teacher will play a very important role.The research of this dissertation is mainly part of teacher education and category of development of teacher profession. It also comes down to general category of pedagogy, philosophy(epistemology), school management and educational policy etc. In general the main questions of this dissertation to be solved are: How is teacher knowledge constructed? How do teachers develop their teaching knowledge? How does teacher knowledge have a great influence upon curriculum design and teaching decision? The original information and data of research are got through questionnaire survey, attending lectures and interviewing with teachers selecting three schools and sixty-six teachers of different subjects by random sample from the best twenty high, schools in Kaifen city. The material analysis and data settlement are handled with the researchmethods of quality and quantity .The main decisions of this research are: The frame model of teacher knowledge is put forward and illustrated. That is, the knowledge frame of teacher is made up of eight parts: subject matter knowledge, curriculum knowledge, general pedagogical knowledge, pedagogical content knowledge, knowledge of learners, knowledge of self, knowledge of contexts and knowledge of educational ends and values. With regard to the sources of teacher knowledge, teachers’ ’teaching experience and rethinking of self and ’daily intercommunion with colleagues’ are the most important source teachers develop their teaching knowledge of self. ’The training on service’ and ’organized professional activities’ are more important source, but in comparison with above sources ’the experiences as a student’, ’training beforce service’ and ’reading professional books and periodicals’ are less important sources. About the application of teacher knowledge, the relationship between teacher knowledge and instructional decisions is illustrated. Some questions, such as curriculum design and teacher education are to be illustrated aiming at the New Curriculum Reform and the transformation of teacher knowledge. Finally I look ahead on the future development of teacher knowledge.This thesis is made up of six chapters.Chapter one is the research introduction of teacher knowledge. It introduces briefly the development situations of the research of teacher knowledge in China and other countries. It analyses and thinks about them from history and real-life, and then continues making a research on teacher knowledge.Chapter two is about the essence and characteristics of teacher knowledge. It is given an examination on the meaning of teacher knowledge, posts the essence and characteristics of teacher knowledge and sets forth the theory basis of research of teacher knowledge and related research on it.Chapter three is about the categories of teacher knowledge. It analyses teacher knowledge from multidimensional visual angle and rethinks teachers’ knowledge classification of representative scholars.Chapter four is about the model construction of teacher knowledge. It is the key part of this dissertation. First it reviews the development of the mode of teacher knowledge, then analyses the causes of formation that affect theconstruction of teacher knowledge. Furthermore based on the existing investigation research of the knowledge structure of teachers in elementary and middle schools, I put forward a set of knowledge structure mode suiting the elementary and

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