西方教师实践性知识研究进展

Research Progress on Teachers%22 Practical Knowledge in the West Countries

教师实践性知识是教师在课堂情境和实践困境中实施有目的行动的知识。近年来，西方教师实践性知识在研究视角上，重视专业知识场景、生态学及话语等不同角度的研究；在研究主题上，侧重教学知识、教师实践性知识推理，以及教师身份、信念与实践性知识的融合研究;在研究方式上，倡导合作分享的研究;在研究方法上主张多元方法与理论的综合运用；在研究价值取向上，试图超越知识的纯粹个体性，探寻知识的个体性与普遍性、情境性与抽象性相统一的特征。

Teachers practical knowledge (TPK)is the knowledge about classroom context and practical dilemma，aiming at implementing intentional teaching behavior both for teachers and students. Research on teachers practical knowledge in the west countries has changed tremendously in research perspectives，topics， approaches，methods and value-orientation over the past decade. It focuses on professional knowledge landscapes， ecology and discourse analysis in terms of research perspective and emphasizes pedagogic knowledge，practical knowledge reasoning and the amalgam of teachers identity，beliefs and practical knowledge in terms of in research topics. As for research approach， it advocates collaborative research among different participants such as teacher educator，teachers，scientists，students and even educational administrators. While in research methods， multi-methods and theories have been adopted widely from interdisciplinary courses. In terms of the orientation of values，it strives to go beyond the sole particularity of practical knowledge and explore the amalgam of individuality and generalization，and contextualization and abstractness.