[[abstract]]Abstract This study aimed at the practical knowledge of physical education teacher in junior high school. The participant was a ten-year-experienced female junior high school physical education teacher. This case study, through the basketball and swimming curriculum of her, was in analysis of connotations and structures of practical knowledge. From the teaching related life experience were sources and influence factors of practical knowledge searched. Further analysis was conducted to yield the characteristics of knowledge. Qualitative approach technique, observation, interview and document were used for data collection for eight months from November, 2003 to June, 2004. It was found that: (1) The connotations of practical knowledge: The practical knowledge of the PE teacher is mainly divided into four aspects: self, teaching, class management and students. The self image was “actress”, which contains “self requisition” and “reflection”, based on the predominant principle of “self improvement and teacher image building”. The image “teaching” was “magician”, which contains curriculum arrangement, cognition guild, skills learning, affective cultivation and assessment, under the principle of emphasis on participation, learning by doing, peer learning and material transforming. The connotation varied with different curriculum contexts, such as sport events, activity environment, etc. The image “class management” was “politician”, which contains primacy arrangement and impact management. The connotation varied with curriculum contexts. The main goal of class management was “keep class going”. The standard of management was different from the characteristic of students. The image “students” was “friend”, which contains the manners in getting along with students and in understanding them, rested upon the principles of “caring about students” and “integrating with students”. (2) The structures of practical knowledge: Each category of practical knowledge, which was presented by way of images, principles and rules, had also reciprocal demand and interaction, especially intensive in “Self” dimension. (3) The sources and influence factors of practical knowledge: They were divided into prevalent teaching contexts: participation in school activities, inspiration from trainee teachers, interaction between colleagues, administrative resource, influence under the teaching environment, changes of students and individual factors: life experiences, individual characteristics, training of teachers, self-criticism in teaching, and the pursuit of further education). (4) The characteristics of practical knowledge: “individual”, “practical”, “useful”, “reflective”, “contexts-depended”, “reciprocal demand”, and “concealed in action” were eight characteristics derived..
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