Abstract:

The theoretical consciousness of primary and secondary school teachers remains at the level of appeals and suggestions from the “sidelines” of educationalists, and there is a lack of ample demonstration on the original problem of what it is and how it works. While difficulties in practice, policy guidance, theoretical stimulation, and self-reflection can be seen as the four main sources of strength for teachers’ theoretical consciousness, it can be found that institutionalized division of labor, differentiation of discourse power, and lack of free time of teachers are the repressive forces. This research argues that, instead of shouting in the air to inform teachers of realizing their theoretical consciousness, it might be better to return to the position of an actor based on the interaction between theory and practice, to innovate the mode of theoretical production and to create a new life of education through sincere and honest intentions and actions, changing research positions, and moving towards cross-border cooperation.

Key words: primary and secondary school teachers, theoretical consciousness, pedagogical turn, reflective thinking