Abstract
The purpose of this study is in the search for the possibility that we dissolve the estrangement between the practical researches and the daily educational practices in art education. There are three problems: 1) the construction of a common basis between them in science of art education, 2) the succession to the personal professional knowledge for young teachers, 3) the utilization of the practical researches for all teachers in schools.
In this paper, I propose that we utilize the practical reports, which often informed and presented by teachers in schools at an academic meeting or a society of art education, as the narrative inquiry to their professional knowledge. It is an approach of the qualitative research and has been implemented into daily practice, teacher education, and curriculum making in the West.
