| With the background of the fact that global educational reform and curricular innovations at various educational levels throughout China are advancing progressively, teacher knowledge research is part of a revolution in how educators think about classroom practice (Connelly, 1997: 665). This study aims to explore the development of English teacher's practical knowledge (TPK) in the school-based teaching and research group (TRG), which, with strong Chinese characteristics, serves as a non-administrative community of practice for teacher development. Specifically, this paper attempts to ask: 1) how the English teacher's practical knowledge is transmitted and develops between members of the teaching and research group and 2) what are the characteristics of English teachers' practical knowledge development in TRG.The present researches on TPK mainly focus on the components, characteristics of TPK and highlight the importance of practical knowledge (Elbaz, 1983; Shen & Lin, 1999; Chen, 2003; He, 2006). This study is subject-specific (English teacher in different stages of teaching) and context-specific (teaching and research group). Based upon the literature informed by the study into teacher knowledge, teacher's practical knowledge and Lave & Wenger's study of community of practice (COP), this thesis first claims that the teaching and research group is one form of community of practice which will enhance the generating and enriching of TPK as well as teacher's professional development. The study adopts the theoretical framework proposed by Professor Chen Xiangming (2003), which focuses on six components of teacher's practical knowledge: educational belief, knowledge of self, interpersonal knowledge, situational knowledge, strategic knowledge, and critical reflection to discuss teacher's practical knowledge development (TPKD) in three forms of activities in TRG, namely, collective vocational study, collective lesson planning and open classes.The study employs case study for in-depth exploration. The three research subjects were carefully selected to meet the requirements of the study. The data collected from the three teachers between July 2006 and April 2007, include collective lesson planning, lesson observation and semi-instructed interviews.This study concludes that various problems rising from teaching practice usually drive the development of TPK. And it develops dynamically through diversified forms of teachers' mutual engagement and displays itself in teaching practice with all its contents integrated. Collective lesson preparing, as the primary and important form and location of communal activities, influences the development of TRG most, because it provides teachers with ample meaningful learning opportunities, where practical knowledge is shared and transmitted. Reflection, both collectively and individually, as the key component of TPK, assures the enrichment and development of TPK. TPK, with teaching practice as its core, accumulates and is refined in both individual and collective reflection in group activities and teaching practice. The impact of group activities on the development of TPK may vary for teachers of different teaching years. Compared with teachers with over ten years of teaching, the activities of TRG influence the development of novice teachers' practical knowledge more. While for teachers with over ten years of teaching experience, the development of their practical knowledge is comparatively slow and tends to be stable but they pay more attention to reflectionThis thesis ventures to provide an alternative way of understanding the knowledge base underlying the current teacher education and training. Meanwhile, it illuminates new perspective for investigating English teachers' practical knowledge development, in-service teacher training and professional development. |
PDF Full Text Request