The Case Research On Teacher Practical Knowledge Of Novice English Teacher In The High School

The teacher practical knowledge is from tensions between education theory and practice. The education theory cannot effectively solve the various problems in educational practice, so the research on teacher knowledge turns to "what is", the knowledge that teacher actually know and apply, that is, teacher practical knowledge. Existence of teacher practical knowledge is very straightforward, which is based on the practice and points at practice and services for practice. The development of teacher practical knowledge is inseparable from the reflection on the daily teaching practice. The development process of teacher practical knowledge is the process of teacher professional development, and it is the base knowledge of teacher professional development.It is more important for novice teacher to improve theirs’practical knowledge. Novice teachers are the important part of teacher population, any person who engaged in teaching all get through the novice period. Whether teachers can quickly adapt to this stage or not will affect the overall professional development of teachers. The biggest problem is inconsistency of education theory and practice for novice teacher. They will find that the education theory learned in the university cannot solve the problem of true education practice. Teacher practical knowledge can help the teacher effectively solve problems in the education practice, help them survive the role transition and is also the key knowledge of the transition of proficient teachers or expert teachers.The paper is about the case study of a novice English teacher in high school, points out the factual constitute of teacher practical knowledge, reveals the factors of the formation of teacher practical knowledge and gives practical recommendations to enhance practical knowledge for collaborative teacher. The thesis is divided into five parts. The introduction mainly describes the research origin, literature review, the purpose and significance of research and research methods. The second part mainly clarifies the basic theory of practical knowledge of teachers through literature review, including content, features and theoretical basis as to find the theoretical standpoint. The third part points out "what is" of the content classification of teacher practical knowledge which combined with the classification of senior academics, and present Miss Jiang’s practical knowledge of "I and teaching","I and students","I and class teacher" by the way of narrative research. The forth part reveals three factors of formation of Miss Jiang’s practical knowledge, school environment and culture, personal experiences and personality traits. Finally, we propose some suggestions to enhance the practical knowledge of novice teachers, that is, teacher should improve subjectivity of the professional development of teachers, be around self-reflection of classroom teaching and learning community to form concentric structure of development of teachers’ practical knowledge.