摘要：A teacher, as a cultural broker and the inheritor, critic and interpreter of culture, can be used to orient discussion and action in a particular direction. The knowledge that teachers need to have is more complicated than just knowing and using facts. The paper, incompatible with positivistic epistemological movement, holds that the complexity of classroom dynamics cannot be achieved simply by transmitting knowledge. Teacher education is an attempt to equip prospective teachers with the knowledge, behaviors, attitudes, and skills that they require to perform their tasks more effectively. Thus, training teachers obviously involves equipping them with various objects of culture and different types of knowledge essential to their cultural training. The present study, in disfavor with the simplicity orientation in positivism, holds that the reality in the classroom life is so complicated that we cannot achieve it by setting up clinical experimental designs.
