Development of practical knowledge of teacher by using an action research

目的：本研究采用行动研究的方法，旨在厘清教师在教学过程中的教学实践知识，以及导师在教师能力形成中的角色。方法：在本研究中，观察员是一所公立小学的教师（具有12年的教学经验），他们观察了一个实际的班级，并进行了持续的认知。观察者记录下她/他在观察类时注意到的安静的评论。观察员以导师的身份参加班级的评估（指导）会议，并帮助教师培养自我意识。与会者的发言被录成录音带或录像带。正在进行的观察和指导的记录被记录下来（转换为协议数据），然后进行分析。结果：通过本研究，明确了导师在教师能力发展中的作用。它们分别是反思作用、创造作用和实现成长作用。这些角色在行动研究过程中对教学实践的改进起着关键作用。尤其是师徒的反思功能是教师行动研究的关键因素。因此，以行动研究为基础的教师培训对教师的专业发展具有重要的作用。

Purpose :This research aims to clarify the teacher's teaching practical knowledge in the teaching process and the mentor' roles regarding the formation of teachers' abilities, using an action research.Method :In this research, the observers are teachers employed at a state primary school (with 12 years teaching experience) who observed an actual class and engaged in on-going cognition. Observer records quiet comments on what she/he notice while observing classes. The observer participates in the evaluation (mentoring) meetings of the classes as mentor, and they help a teacher develop self-awareness. The speeches of the participants are recorded on audio tape or video. The records of the ongoing observation and mentoring are documented (transformed to protocol data), and then undergo analysis.Results :Through this research, we fined the mentor's roles in the development of the ability of teachers. They are the reflective role, creative role and role for the realization of growth. These roles play key functions in the action research process for the improvement of teaching practice. Especially, reflective function by mentoring is the key factor in action research for teachers. So, the action research based teacher training plays the important role for professional development of teaches.