CAJ | 학술논문

目前关于教师知识的研究已转向强调教师教学思维过程和教师实践性知识，采用定性为主的方法考察教师怎样对学科内容、教学法、学生的特征和学习环境进行理解、反思和改进，才能形成特定的关于教学的综合知识体系。而职前教师实践性知识生成和增长却具有情景缺失性、可变性、虚拟性和生成性等特征，他们只能浸染于多样性的教学情景中，采用多种方式才能建构初步的关于教学的知识、信念和关于教师身份的认同感。
목전관우교사지식적연구이전향강조교사교학사유과정화교사실천성지식，채용정성위주적방법고찰교사즘양대학과내용、교학법、학생적특정화학습배경진행리해、반사화개진，재능형성특정적관우교학적종합지식체계。이직전교사실천성지식생성화증장각구유정경결실성、가변성、허의성화생성성등특정，타문지능침염우다양성적교학정경중，채용다충방식재능건구초보적관우교학적지식、신념화관우교사신빈적인동감。
Research on knowledge of teachers has shifted to emphasize teachers; thoughts and practical knowledge, and investigated that how teachers understood, reflected, and improved their subject matter kowledge,pedagogy, student characteristics, and the environmental context of learning, finally shaped an integrated set of knowledge for teaching, based on the qualitative method.The formation and growth of practical knowledge of pre-service teachers take on some characterstics of context-free, changeability, virtuality, and generation, they should infiltrate in the multifarious settings, and gradually construct the elementary knowledge, beliefs and teachers ; sense of identity for teaching in diverse ways.