CAJ | 학술논문

教师实践性知识作为教师专业发展的主要知识基础，影响着教师的教学能力与专业信心。从积极心理学的视角来看，积极心理是教师建构实践性知识的核心。而长期以来沿袭的“工具理性”旨趣，注重了对教育教学的控制，忽视教师专业自我的发展，阻碍了教师对实践性知识的体认。教师实践性知识的积极建构，需要通过唤醒教师积极情绪、培养乐观的解释风格、营造以关怀伦理为核心的学校文化来实现。
교사실천성지식작위교사전업발전적주요지식기출，영향착교사적교학능력여전업신심。종적겁심이학적시각래간，적겁심리시교사건구실천성지식적핵심。이장기이래연습적“공구이성”지취，주중료대교육교학적공제，홀시교사전업자아적발전，조애료교사대실천성지식적체인。교사실천성지식적적겁건구，수요통과환성교사적겁정서、배양악관적해석풍격、영조이관부윤리위핵심적학교문화래실현。
Teachers’ practical knowledge is the major foundation for teachers’ professional devel-opment,which affects teacher’s teaching ability and teaching confidence. From the perspective of posi-tive psychology,teachers’ positive mental attitude is the core to construct teacher’s practical knowledge. For a long time,teachers have followed the purport of instrumental rationality,focused on teaching con-trol,and ignored the development of profession itself,which baffles the learning and understanding of teachers’ practical knowledge. To achieve the goal of constructing teachers’ practical knowledge,we try to point out some ways such as focusing teachers’ positive emotion,developing an optimistic explanatory style and creating the school culture based on care ethics.