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《Peking University Education Review》 2003-01
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Practical Knowledge: the Knowledge Base of Teachers' Professional Development

CHEN Xiang ming (Graduate School of Education, Peking University, Beijing 100871, China)  
How do teachers develop themselves in their everyday routine? What is the knowledge base for teachers' professional development? Why do teachers still not know how to teach, having learned pedagogical and psychological theories? How can teachers promote their own awareness of and capacity for self development? ——These are the questions explored by this paper. The paper begins with an analysis of teachers' knowledge structure, which is divided into “theoretical knowledge” and “practical knowledge”, followed by an exploration of the latter's definition, contents, state and evolving mechanism, as well as the political and professional implications of this concept.
【CateGory Index】: G451
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