Teaching imagery synthesizes the teacher’s experience, theoretical knowledge and his emotion, values, demand and faith, which entrusts him a proper teaching image and directs his teaching conduct. Teaching imagery presents his selfawareness of teaching and education, and selforientation for educational and teaching conduct, and potentially affects his selfpratice of teaching and education. Therefore, the molding of teaching imagery offers an important means to enhance the generation of the teacher’s practical knowledge. Teaching imagery can be molded by training the prevocational teacher in empathy in situational learning, in classroom imagination based on classroom design, in characterization of imagery based on story narration and imaginative dialogue based on selfreflection to effectively advance the generation of practical knowledge.

prevocational teacher; practical knowledge; molding of teaching imagery