| Since the 1980s,teachers’ practical knowledge as a unique form of teacher knowledge has always been the core of teacher professional development research.It has become a powerful tool for teachers to understand and develop themselves and explore teaching practice.Teacher’s practical knowledge is the knowledge which can guide their specific teaching practice based on their original educational beliefs,theoretical knowledge and previous experience through continuous accumulation of imitation,practice,perception,reflection,etc.in teaching practice.Throughout the existing research,the author finds that the theoretical research on teachers’ practical knowledge at home and abroad is more than empirical research.There exists more universal and "common-sense" research,and empirical research in combination with specific disciplines is still scarce,especially for student teachers.(陈向明,2011;刘旭东&吴银银,2011).Student teachers play the role of students and teachers at the same time,and lack teaching experience and skills in communication between teachers and students.Therefore,their practical knowledge development needs more attention.Narrative inquiry is considered to be one of the most direct methods for studying teachers’ practical knowledge.Narrative inquiry is not only a method of education research,but also a medium for teachers’ professional development and teaching practice.(姜美玲,2008)Conducting teacher narrative inquiry helps to explore and reveal teachers’ implicit practical knowledge,promotes teachers to explore and solve specific problems in education practice,thus improving their professional level.(周国韬,2005)Therefore,based on the previous theoretical and empirical research,this study mainly investigates the development of personal practical knowledge of a full time M.Ed student in CCNU with narrative inquiry according to the framework of TPK proposed by Chen Xiangming(2011):knowledge about self;knowledge about subject;knowledge about students and knowledge about education situations.It mainly explores Shirley’s personal practical knowledge as a student English teacher,and analyzes the factors affecting her PPK.Wha’s more,this study also gives some implications to pre-service teachers,new teachers and makes up for the lack of domestic research on student teachers’ PPK development.The research questions are as follows:1)What specific practical knowledge does student English teacher mainly exhibit’?2)What are the main factors affecting the development of student English teacher’s practical knowledge?This study found that the formation of Shirley’s practical knowledge has undergone such a process:starting an internship with longing and anxiety;getting confused in conflict;reflection in confusion.Generally speaking,the contributing factors of Shirley’s TPK development can be divided into internal factors and external factors.Internal factors include Shirley’s personality and self-awareness,critical reflection,active awareness to pursue professional development,etc.External factors mainly include the influence of important others in her learning stage,platform provided by school,the experience of participating in the teaching and research activities,and the influence of peers and mentors.The internal factors are the key to promote her PPK development.External factors provide supportive conditions.Shirley’s TPK development relies on a positive external environment,but more importantly depends on her own mentality.Based on the above findings,suggestions are as follows:first,the full-time Master of Education program should provide appropriate courses to help M.Ed students to reflect on their existing experience.Second,pre-service teachers should not only pay attention to theoretical knowledge,but also improve their self-reflection ability in practice.Third,middle schools should alleviate new teachers’ teaching tasks,strengthen guidance,and give them better adapt to new job and new environment,and promote their continuous development in the community of practice. |
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