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A Research on Interactive Relationsh...

Yang, Xin.

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A Research on Interactive Relationship between Teacher's Practical Knowledge and Teaching Decision Making in the Context of Curriculum Reform of Mainland China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Research on Interactive Relationship between Teacher's Practical Knowledge and Teaching Decision Making in the Context of Curriculum Reform of Mainland China./
作者:	Yang, Xin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	418 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3586845
ISBN:	9781303845499

A Research on Interactive Relationship between Teacher's Practical Knowledge and Teaching Decision Making in the Context of Curriculum Reform of Mainland China.
Yang, Xin.

A Research on Interactive Relationship between Teacher's Practical Knowledge and Teaching Decision Making in the Context of Curriculum Reform of Mainland China. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 418 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2013.

Education research paradigm has a great transformation since 1980s. The focus of curriculum research orientation has changed too. It means we are paying more attention to the value of teacher research and teacher practice than curriculum itself and program development in curriculum research field. In this context, the focus of teacher knowledge research also has a shift form teachers' knowledge classification research about "teacher should know what" to teacher practical knowledge research about "teacher actually know what". Meanwhile, with the rise of teacher education reform and teacher professionalization movement we were looking forward to improving teacher quality continually. Curriculum reform of senior school has carried out since 2004 in Mainland China.

ISBN: 9781303845499Subjects--Topical Terms:

684418
Curriculum development.

A Research on Interactive Relationship between Teacher's Practical Knowledge and Teaching Decision Making in the Context of Curriculum Reform of Mainland China.
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245 1 2 $a A Research on Interactive Relationship between Teacher's Practical Knowledge and Teaching Decision Making in the Context of Curriculum Reform of Mainland China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 418 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Hong-biao Yin.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2013.
520 $a Education research paradigm has a great transformation since 1980s. The focus of curriculum research orientation has changed too. It means we are paying more attention to the value of teacher research and teacher practice than curriculum itself and program development in curriculum research field. In this context, the focus of teacher knowledge research also has a shift form teachers' knowledge classification research about "teacher should know what" to teacher practical knowledge research about "teacher actually know what". Meanwhile, with the rise of teacher education reform and teacher professionalization movement we were looking forward to improving teacher quality continually. Curriculum reform of senior school has carried out since 2004 in Mainland China.
520 $a However, the real curriculum reform should have occurred in every classroom. This research used the qualitative research approach and case study strategy. The researcher cooperated with 34 senior school teachers who were teaching different subjects. In-depth interview, classroom interview, participating observation and documents were the major methods of collecting field data. This research focused on the interactive relationship between teacher's practical knowledge and teaching decision making in the context of curriculum reform of Mainland China.
520 $a The research found that there were two main resources of teacher practical knowledge. The first one is the teacher's teaching decision making experience which teacher carried out. The second is the teacher's teaching decision making which teacher didn't carry out yet. The novice teacher's major approach of generating and accumulating teacher practical knowledge is imitation. On the base of the novice teacher's imitation, the principal approach of developing and updating teacher practical knowledge was through teacher's teaching reflection. The teacher practical knowledge affected teaching design decision making process, teaching interactive iii decision making process, teaching evaluation decision making process and the five components of teacher practical knowledge had different weight in different decision making process. The research found that there were three stages of interactive relationship between teacher practical knowledge and teaching decision making and each stage had special characteristics. The research also found that the reason that teacher has different practical knowledge is the five components of teacher's practical knowledge has different quality, quantity and composition etc. What's more, reflection-in-action and action-in-reflection is the major power to develop positive interactive relationship between teacher practical knowledge and teaching decision making.
520 $a This research put forward the structure of interactive relationship between teacher practical knowledge and teaching decision making. From the viewpoint of practical epistemology, the researcher combined the study of teacher practical knowledge and teaching decision making. Besides, this research provided a possibility that we can discuss teacher's practical knowledge and teaching decision making from each other's perspective. Also this research found that reflection-inaction and action-in-reflection played active roles in the interactive process between teacher practical knowledge and teaching decision making. What's more, the research findings have implications for teacher's professional development who work in schools, understanding about teacher as practitioners, teacher education curriculum program, teacher training program after work etc.
590 $a School code: 1307.
650 4 $a Curriculum development. $3 684418
650 4 $a Teacher education. $3 3172312
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710 2 $a The Chinese University of Hong Kong (Hong Kong). $3 1017547
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 1307
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