Developing Preservice Teachers' Practical Knowledge: A Formative Interventionist Study in China

• In Event: Formative Interventions for Justice, Futurity, and Sustainability

Abstract

Objectives
There is the need for effective approaches to develop pre-service teachers’ (PSTs) practical knowledge before they commence their teaching career. By conducting a longitudinal study based on an initial teacher education (ITE) programme in a Chinese university, this paper seeks to improve our understanding on what and how PSTs develop their practical knowledge through formative interventions.

Theoretical framework
Expansive learning theory (Engeström & Sannino 2010) with seven learning actions (i.e. questioning, analysing, modelling, examining, implementing, reflecting, and consolidating), contributes an ideal model to probe the generative process of PSTs’ practical knowledge. Theory of teacher practical knowledge (Wei, 2022) with four components (i.e. knowledge about teacher self, context, students, and disciplines) was used to demonstrate the evolutionary content of PSTs’ knowledge.

Methods
PSTs’ knowledge does not develop naturally but needs deliberative and systematic set of actions as formative interventions (Engeström, 2015). All PSTs participated in the two compulsory courses of the module: Theories of Didactics (4 credits, February–June 2018) and Interdisciplinary Curriculum and Teaching (3 credits, September–December 2018).

Data sources
Totally 66 PSTs volunteered to participate in this study. Their majors included Chinese (N = 30), mathematics (N = 12), English (N = 13), science (N = 3), and the arts (N = 8). The first dataset was based on a series of discussion meetings conducted for PSTs to make suggestions for ITE. The second dataset was based on the manifestations of PSTs’ practical knowledge through their teaching activities and reflective journals. The two datasets revealed PSTs’ practical knowledge in the form of thinking (verbal discussions) and actions (teaching videos and reflective journals).

Results
This study explored a multi-cyclical learning trajectory of theory and practice during formative interventions. The results showed that the seven expansive learning actions functioned as analytical tools to map the PSTs’ learning, while several deviations, disruptions, and practical actions of design during the process were revealed as well. Moreover, knowledge components of PSTs’ practical knowledge have various manifestations in different sessions of intervention.

Significance
This study is a response to the historical crisis of the theory–practice schism in ITE (Darling-Hammond, 2006). In contrast to a linear input-output teacher training method, formative interventions facilitate the development of PSTs’ practical knowledge through active engagement, self-inquiry, and a heterogeneous coalition (Engeström & Sannino, 2021) between PSTs and teacher educators.

Author

• Ge Wei, Capital Normal University
  Presenting Author