A Study Of The Construction Of Student English Teachers' Practical Knowledge

English is the most widely used language in different international affairs.With the increasing international cooperation and exchanges,the ability to use English has become more and more important,which puts higher demands on the quality of English education.As the reserve force of in-service teachers,student English teachers have an important influence on English teaching.Therefore,it is imperative to improve the quality of student English teachers.Practical knowledge is an indispensable and vital part of the student English teachers' knowledge framework,which determines their actual performance and teaching ability.Researches about the basic theories of teachers' practical knowledge have attracted the attention of many experts and scholars.However,there are few studies narrow down to the practical knowledge of student English teachers.This study is focused on the construction of student English teachers' practical knowledge,and it mainly explores two questions: What is the composition of student English teachers' practical knowledge? What are the factors that influence the construction of student English teachers' practical knowledge?With a qualitative method,this study takes four student English teachers as research subjects and attempts to explore the composition of their practical knowledge as well as its contributing factors and then make suggestions for the development of their practical knowledge.It aims to help student teachers actively reflect and improve their teaching.At the same time,the results of this study will have reference value for schools and education authorities when they select and evaluate projects about teacher training and teacher development.Through the literature review,the author summarizes basic theories about teachers' practical knowledge,including its connotation,contributing factors and theoretical basis.It is the starting point of this study.After that,the author designs the research and chooses instruments according to collected material.Data on the composition of practical knowledge is mainly obtained through interviews,classroom observations,and stimulating recalls.On the one hand,interviews are used to analyzethe self-awareness of student English teachers about their practical knowledge;on the other hand,classroom observations and stimulating recalls are used to explore the actual use of their practical knowledge.As for the contributing factors of the construction of practical knowledge,the author mainly learns through the interviews with student English teachers.The study reveals that the composition of student English teachers' practical knowledge has two main characteristics.Firstly,the mastery of theoretical knowledge is better than the mastery of the knowledge related to real situation and strategy.Secondly,the self-awareness and the actual use of student teachers' practical knowledge are not completely consistent.As for the contributing factors of practical knowledge,they are very complicated.The knowledge is influenced not only by objective factors such as normal universities and the society,but also by subjective factors such as student teachers' personality and beliefs.The author also made some suggestions based on these two aspects.