教师实践性知识研究的知识论基础

Epistemological Foundation for Research on Teachers’ Practical Knowledge

从知识论的角度看，什么是”知识”，知识如何被证明是”真实的”，如何理解知识的”有用性”，知识是如何制造出来的，教师（应该）具有什么知识，教师职业因其知识特性能否成功一门”专业”，研究教师的实践性知识有什么意义，需要什么不同的研究范式和探究方法等问题，值得探讨。如此探究的目的是希望说明，教师的实践性知识是一种重要的”知识”类型，它是”真实的”、”有用的”；它具有自己独特的生产方式，为教师职业所必需，而且为教师职业成为”专业”提供了必要的条件；对教师实践性知识的研究不仅非常重要，而且提供了新的认识”知识”和”专业”的视角和方法。

This article explores， from the perspective of theory of knowledge， such questions as what “knowledge” is， how knowledge is justified， how the “usefulness” of knowledge is understood， how knowledge is produced， what knowledge that teachers（should）have ， whether teaching is a “profession” with knowledge base， what are the implications for research on teachers’ practical knowledge， and what paradigms and methods are needed to conduct such research. The purpose of this enquiry is to argue that teachers’ practical knowledge is an important kind of “knowledge”. It is justifiable and useful；it has its own unique way of production；it is not only needed by teacher sin their teaching， but also provide an indispensable prerequisite for teaching as a profession；researching into teachers’ practical knowledge is very important， and provides new perspectives and methods for the understanding of “knowledge” and “profession”.