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suit of education with her teaching plans. This kind ofknowledge has integrated teachers’ personal life experience, professional knowledge,educational beliefs and values. Then Elbaz draws the conclusion that a teacher owns akind of special knowledge in a unique manner, namely practical knowledge.Wrighe, L. J. M. (2000) discusses the legitimacy of practical knowledge in hisdescription of the connotation of teachers’ practical knowledge. He holds that practicalknowledge is a kind of legal knowledge, and it is the features resulted from purposefulactions and learning, which includes the implicit and explicit dimensions.Based on the different contents and sources of teachers’ practical knowledge, LinChongde et al. (1996) argue that teachers’ practical knowledge is the classroomsituational knowledge and other knowledge related to it, more specifically, thisknowledge is the accumulation of teachers’ teaching experience. Chen Xiangming(2003) holds that teachers’ practical knowledge is a kind of knowledge truly believed byteachers, and it is actually used in their teaching practice and (or) showing as theteachers’ awareness of education.
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2.2 Characteristics
The previous researchers have summarized the characteristics of teachers’ practicalknowledge from different orientations, which has generated the variety ofcharacteristics naturally. Wu Yichang (2007) proposed a classification of descriptions onthe characteristics of teachers’ practical knowledge, which is widely accepted. The firstkind is to use statements to describe the characteristics of teachers’ practical knowledge.For example, Bao Rong (2002) emphasizes that teachers’ practical knowledge, with thefeature of action and lifestyle, follows the logic of practice instead of the simple logic ofunderstanding. Zhang Lichang (2002) claims that teachers’ practical knowledge is ahypothesized world and an action theory, it is the practical and educational wisdom, it issituational and comprehensive knowledge, it is the implicit knowledge with personalcharacters, which is not easy to transfer, and it is conservative knowledge as well.The second kind of research used coordinate concise words to summarize thecharacteristics of teachers’ practical knowledge. This method is widely used by now.For example, situational studies by Liu Hanxia (2004), Qu Zhonglin (2004), Chen Dawei (2005), Shen Yan (2006), individuality by Qu Zhonglin (2004), Chen Dawei(2005), integration by Chen Xiangming (2003), Cao Zhengshan (2004), Chen Dawei(2005), Wan Wentao (2006), tacit by Chen Dawei (2005), Cai Yajun (2005), reflectionby Connelly (2003), Chen Xiangming (2003) and practicality by Chen Xiangming(2003), Shen Yan (2006), etc.He Xiaofang et al. (2006) consider teachers’ practical knowledge dialectically, thusthis opinion has become the third teachers’ knowledge classification method. They holdthat teachers’ practical knowledge is characterized by individual and publicity, bysituations and universality, by inaccuracy and verifiability.Although researchers have different descriptions, but we can summarize most ofthe remarkable features of teachers’ practical knowledge through the above researchresults. That is, the practical knowledge of teachers is a kind of unique knowledge. It isknowledge of intuition, tacit, practice, individuality and situation.
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Chapter 3 Research Method and Process....... 14
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