ABSTRACT
Among various designs, developing pre-service teachers’ practical knowledge is a possible path to bridging the gap between theory and practice in teacher education, and the current and future in teachers’ career. Practical knowledge has been a classical conceptualisation in teacher education research since the 1980s and has regained attention in academia alongside the discourse of ‘practical turn’ in teacher education during the past half a century. One of the major contributions of this book is a set of methodologies which could both examine and nurture pre-service teachers’ practical knowledge. Five innovative methodologies, namely, concept mapping, visual metaphors, video analysis, epistemic network analysis, and formative interventions, have been employed to make pre-service teachers’ practical knowledge visible and developable. It is also necessary to mention that all the cases in this book are based in a normal university in mainland China. Readers should be cautious when my findings generalise to other countries alongside various socio-cultural contexts.
