Abstract:

To enhance the professionalism of teachers, it is urgent to investigate and improve the logic of knowledge production in teacher programs. The construction of teacher programs requires not only topdown teacher education subject knowledge, but also bottomup teacher education practice knowledge. Based on Michael F. D. Young’s theory of vocational knowledge, including knowledge standard orientation, standardbased orientation, and jointing orientation, as well as Habermas’s theory of human interests of knowledge including technical interest, practical interest, and emancipatory interest, this research investigates and reflects on the knowledge production logic of the professionalization of the teacher profession in our country, and analyzes the knowledge production dilemma of mechanism, expressionism and utilitarianism. This study takes “I feel, therefore I am” as another conceptual state of teacher programs knowledge production, and proposes three “living water sources”, including love, sympathy and concern for cultivating teachers with affection and interest, and to use indepth knowledge to study and cultivate teachers' character, sharpen and improve interpersonal and emotional communication, and integrate with the knowledge production logic of this affective humanistic teacher programs to relieve the real dilemma.

Key words: teacher programs, knowledge production logic, affective humanism, cultivating teachers with affection and interest, knowledge nurturing