Empirical Research On Middle School English Teachers’ Key Professional Knowledge Present Situation

From the1980s to now, the researches of teachers’ knowledge begin to convert teachers’ realknowledge from the knowledge that the teacher should have. However, the study on specificcourse knowledge related in teaching is still insufficient. This paper combines the quantitativestudy and qualitative study by the questionnaire, classroom observations and interview toinvestigate the real situations of teachers’ professional knowledge. All the115English teachers ofmiddle school took part in the study. Questionnaire involves in the investigations about how muchprofessional knowledge the English teachers maintain and how they think about the professionalknowledge. Classroom observation and interview are adopted to investigate teachers how to applyprofessional knowledge in teaching. On the basis of the empirical research, we can get the practicalconditions, analyses the influencing factors and give some suggestions.This thesis is composed of five chapters. Chapter one provides the origins, purpose,significance, specific problems of the study and reviews some related literatures. Chapter twoincludes the definitions of knowledge, teachers’ professional knowledge, and key professionalknowledge of English teachers. Chapter three is the crucial part of the study and it consists ofresearch method, progress and results. Chapter four, summarizing and discussing the study results,analyses the main factors which influence the development of English teachers’ professionalknowledge and puts forward some advice to solve the problems. Chapter five provides thelimitation of the present study and expectations of the further study.