Research On English Teachers’ Practical Knowledge Sharing In Senior High School In The Paradigm Of SECI Model

Practical knowledge is an essential part of teachers’ profession,and the sharing of teachers’ practical knowledge will promote the expansion and innovation of teachers’practical knowledge through collective cooperation and reflection in a team.However,teachers are impeded by various obstacles in practice when sharing practical knowledge with each other.For this reason,attention should be paid to the research on teachers’practical knowledge sharing.Luckily enough,SECI theory,a dynamic used to explain the transformation between explicit knowledge and implicit knowledge in a real situation,offers us a useful tool to explore and analyse the problems in teachers’ knowledge sharing.Due to the match between SECI and the research on teachers’ practical knowledge,the author decides to implement this study in the path that SECI theory implies.This study focuses mainly on the the status quo of high school English teachers’practical knowledge sharing and deeply analyses the potential problems in practical knowledge sharing in the hope of constructing possible strategies for the improvement of knowledge sharing.To achieve this goal,the study adheres to the logic of both theoretical analysis and empirical research and selects English teachers in the teaching and research groups of a high school in city S as an example.Comprehensive research methods including questionnaire survey and interview are employed to study the issues of knowledge sharing.During this investigation process,information,mainly concerning the characteristics of teachers in knowledge sharing,the content of shared knowledge,the institution,activities and the cultural and material environment for knowledge sharing,is mainly solicited by tools of questionnaire and interviews from levels of knowledge,individual and organization.By the end of this investigation,four potential obstacles against knowledge sharing are identified.Firstly,Teachers in the group show insufficient willingness and motivation for knowledge sharing;secondly,more reflection on teaching experience is needed to propel the theorization of implicit practical knowledge;thirdly,those institutions for promoting teachers’ knowledge sharing are not in good function;Fourthly,both the cultural and material environment for knowledge sharing is far from being supportive.In the end of this paper,the possible strategies for improvement are constructed based on SECI theory.The suggested strategies follows two directions implied by SECI theory:one is to establish a supportive environment which will considerably facilitate teacher’s practical knowledge sharing due to the cooperative and democratic spirit it embodies and the trust and respect it shows.The second is to construct knowledge sharing activities characteristic of cooperation and reflection.To create a supportive environment for knowledge sharing,measures are suggested to be taken to establish teachers’ professional learning community.As for the learning activities,attention should be drawn both to teaching activities and research activities.