Development of practical knowledge of teacher by using an action research

目的：运用行动研究的方法，阐明教师在教学过程中的教学实践性知识，以及导师在教师能力形成中的作用。方法：本研究的观察者是一所公立小学的教师(有12年的教学经验)，他们观察了一个实际的课堂，并进行了持续的认知。观察者记录她/他在听课时注意到的安静评论。观察者以导师的身份参加班级的评估(辅导)会议，他们帮助教师培养自我意识。与会者的发言被记录在录音带或视频中。持续观察和辅导的记录被记录下来(转换为礼仪数据)，然后进行分析。结果：通过本研究，我们明确了导师在教师能力发展中的作用。它们是实现成长的反思角色、创造角色和实现角色。这些角色在改进教学实践的行动研究过程中发挥着关键作用。其中，辅导的反思功能是教师行动研究的关键因素。因此，基于行动研究的教师培训对教师的专业发展起着重要的作用。

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.