Abstract：Abstract: Teaching practicum is generally considered to be the initial stage of the genesis of the teacher’s practical knowledge. However, we know very little about how student teachers acquire practical knowledge during the practicum and what factors may influence its acquisition. This study adopts quantitative and qualitative methods to investigate the activities and learning experiences of student teachers in the process of practicum, and explores the characteristics of teacher’s practical knowledge at the initial stage. The study has found that the genesis of practical knowledge begins with interaction between student teachers’ construction and mentors’ mediation. Teaching practice plays a fundamental role in acquisition of practical knowledge and the procedural knowledge features to be acquired first by student teachers at the initial stage.
Key words: teaching practicum; student teachers; teacher’s practical knowledge
