Abstract: In the long-term debate in educational philosophy, a point that teaching is a kind of practice has been gradually highlighted and accepted. Traditional pedagogical epistemology regards teaching as teacher's practice and classifies knowledge into students' knowledge. However, with the continuous development of teaching theory, people have a deeper understanding of the subject of practice and knowledge. Consequently, the pedagogical practical epistemology emerges. The pedagogical practical epistemology focuses on the contextualization of knowledge and the knowledge creation in teaching practice. Besides, it highlights the holistic action research and action learning, and gives a new interpretation to pedagogical content knowledge (PCK), which provides a correct theoretical guidance for teachers to develop teaching research implementation and representation ability.