English Teachers'Personal Practical Knowledge: A Perspectiveof Phenomenological Pedagogy

Teachers'personal practical knowledge plays an important role in teachers'knowledge. With more and more emphasis laid on the importance of teachers'subjective consciousness and activity, the personal knowledge, which is intimately bound up with teachers'teaching belief and practice, has also entered the domain of research. English teachers'personal practical knowledge, as an important part of English teachers'knowledge, has become a focus of researchers. The rise of phenomenological pedagogy has provided the researchers with a brand-new angle to expound the outlook of teachers'knowledge. This thesis, by means of the theories of phenomenological pedagogy, through the analysis of the components and its development, is intended to show the value of individuals, their daily teaching and their lifeworld.This thesis gives a brief review of the research of teachers' personal practical knowledge. Subsequently, it briefly introduces how phenomenological pedagogy came into being, focusing on the components of English teachers'personal practical knowledge.Based on the classification of English teachers'personal practical knowledge by Gu Peiya, the author of the thesis gives her own classification. Greater importance should be attached to English teachers'caring for students, their reflection on self, and developing in the learning community when considering the accumulation of English teachers'personal practical knowledge. Consequently, English teachers development is closely connected with their lifeworld. From the starting point of self, English teachers should care for students'lifeworld, and make constant reflection and practice in daily teaching. The learning community provides English teachers with chances to share their personal practical knowledge through intersubjectivity. English teachers'lifeworld combines English teachers'development with English teachers themselves and their teaching.