A Case Study On Practical Knowledge Features Of New English Teachers

English subject as a key disciplines, its development depends on the overall subjectteachers of English literacy, especially practical knowledge acquisition and improvement. Thispaper, starting from the practical knowledge to two different schools for the study, is toinvestigate the characteristics of the new English teachers’ practical knowledge.In this paper, classroom observations and interviews are the research methods. Firstly,research is carried out through classroom observation and in-depth interviews, getting first-handinformation after finishing the preliminary classification. Secondly, from the perspective of bothhorizontal and vertical, penetrate deeply analysis of the practical knowledge of new Englishteachers. At last, preliminary findings is to be presented in this essay.The implications of this study are as following: The new English teachers have apreliminary understanding of self-knowledge while subject knowledge system is relativelyunfamiliar and they do not fully understand the students’ knowledge so situational dealing isimmature. Thus, new English teachers need self-knowledge, the knowledge of subject, students’knowledge, situational knowledge further strengthened so as to continue to strengthen teachingskills, enhance self-conservation and quality because new English teachers also have someproblems in practical knowledge. Finally, I put up forward some suggestions according to thenew English teachers’ problems, hoping new teachers can get benefits from these suggestions.Ihope to help promote the new English teacher role in the future development.There are seven chapters in the thesis.From the chapter one, we can see that the studymeaning and the paper’s background. The definitions of relevant concepts is elaborated inchapter two, which combs the teachers’ practical knowledge, expounds the growth of newteachers and practical knowledge, and points the trend of teachers’ practical knowledge forfuture research. Research design appears in chapter three, which clarifies the research questionsand study. Chapter four is the key part of the study．The use of classroom observation, teacherpersonal interviews, detailed statement of the four new English teachers in two different schoolspractical knowledge are presented through a specific case a profound analysis. According toprevious knowledge discussion, chapter five narrates practical knowledge of English for newEnglish teachers. Chapter six summarizes the study of factors affecting teachers’ practical knowledge of new English teachers from sociology, cultural perspectives. Chapter seven ischaracterized by practical knowledge for new English teachers from different angles to give thecorresponding recommendations.