An Analysis of the Relationship Between Teacher’s Practical Knowledge and Teacher’s action
- DOI
- 10.2991/assehr.k.210617.125How to use a DOI?
- Keywords
- Teachers’ practical knowledge, Teachers’ action, Reflection
- Abstract
The practical knowledge of teachers comes from the educational practice and guides the educational practice, which is the practical wisdom to solve the problems in the actual educational situation. The practical knowledge possessed by a teacher can also promote him/her to better apply his/her theory and professional knowledge to the educational and teaching situation, and to a large extent determines the level of his/her educational and teaching ability. A good teacher should not only have sufficient theoretical and professional knowledge of education, but also have necessary practical knowledge, so as to teach and cultivate people better. Teachers’ practical knowledge is not a simple accumulation of experience, but needs to be acquired through action. However, this action is not a blind action, but an action based on reflection, which requires teachers to use reflective thinking to treat teaching situations and problems. Real teaching situation is dynamic, flexible, variety, not the teacher cannot be fixed thinking and knowledge to cope with these problems, as a teacher for researchers to look at the problems in the teaching context, and to reflect on the actors of mentality in the teaching context, to constantly find, understand and solve problems. In this way, teachers will acquire unique and innovative personal practical knowledge in the process of action.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yang Li AU - Xiangli Guan PY - 2021 DA - 2021/06/20 TI - An Analysis of the Relationship Between Teacher’s Practical Knowledge and Teacher’s action BT - Proceedings of the 2021 2nd International Conference on Mental Health and Humanities Education (ICMHHE 2021） PB - Atlantis Press SP - 491 EP - 494 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210617.125 DO - 10.2991/assehr.k.210617.125 ID - Li2021 ER -