Probing Into Personal Practical Knowledge Of TCSOL Teachers With A Foreign Language Professional Background:From The Perspective Of Teacher’s Life Story

The teacher problem has always been one of the "bottlenecks" restricting the development of TCSOL(Teaching Chinese to Speakers of Other Languages).At present,TCSOL teachers are generally composed of teachers from various specialties who have not been trained by the TCSOL education major and most of them are teachers of foreign languages or Chinese.The fundamental solution to teacher problems lies in teachers’ own development.Teachers’ personal practical knowledge is the main knowledge base for the professional development of teachers,and the exploration of their practical knowledge is of theoretical and practical significance for the professional development of TCSOL teachers.focusing on Teaching Chinese to Speakers of Other Languages,taking TCSOL teachers as a case study,this study aims :(1)to analyze the constituent elements of their personal practical knowledge;(2)to explore the complex factors that affect the generation of personal practical knowledge of TCSOL teachers.In order to achieve the above study objectives,Following the interpretive research paradigm,this study is based on the self-built theoretical analysis framework of personal practical knowledge of TCSOL teachers.With two TCSOL teachers selected as the study objects and the data which are collected through in-depth interviews and classroom observations sorted and summarized by means of educational narrative exploration and teacher’s personal life history analysis,this study analyzes and explores in depth the practical knowledge presented by teachers in actual teaching practice and the influencing factors of its generation.As shown in the result of this study : 1.The personal practical knowledge of TCSOL teachers with a foreign language professional background is embodied in seven components: knowledge of subject matter,knowledge of pedagogic content,general teaching knowledge,knowledge of curriculum,knowledge of self,knowledge of students,and knowledge of environment.2.Among the influencing factors in the generation of practical knowledge for TCSOL teachers,internal factors such as reflection on teaching practice,teacher’s professional initiative and teachers’ personality characteristics constitute the personal basis for the development of teachers’ personal practical knowledge;key events in life history,teacher’s developing environment in universities and traditional social and cultural environment constitute the macro background for development.Based on the above findings,we believe that medium language can be moderately used in TCSOL classes,especially elementary Chinese classes.In addition,the in-depth reflection of TCSOL teachers in teaching practice should be carried out in various forms.The future study can focus on deeply exploring how these factors affect the construction of teachers’ personal practical knowledge from new perspectives such as teacher personality and Chinese traditional culture.In the future,to carry out a study on knowledge of TCSOL teachers and their professional development,it is even more necessary to place teachers in the long history of their growth for in-depth exploration from the perspective of teacher’s life history and discover teacher’s true internal growth sources and growth needs.