Case Study On Practical Knowledge Of High School English Teachers

With the globalization of the world politics and economy and the increasing ofinternational communication, the society set higher standards for foreign languageeducation. As the performers of teaching and executors of curriculum, the quality ofteachers decides the quality of students. It’s an urgent issue to improve their knowledgeand quality. As the basis of teacher professional development, teacher practicalknowledge plays an indispensible part in the mode of teacher knowledge, whether it’sabundant will affect the quality and teaching of teachers. Therefore, it’s meaningful toresearch the teacher practical knowledge, which will promote teacher development.Based on the related study of teacher practical knowledge at home and abroad, thisresearch adopt stimulated recall report to research the practical knowledge of four highschool English teachers, namely, two novice teachers(undergraduate and postgraduate),one experienced teacher and one excellent teacher, hoping to know of the presentcondition of high school English teachers. Besides, this study have interviewed fourteachers, analysising the influencing factors, so that we can provide some suggestionsfor improving teacher practical knowledge.The result finds that although the four teachers have the same practical knowledgein general, there are obvious differences in some aspects. Excellent teacher has the mostabundant practical knowledge, experienced teacher is second, then comes thepostgraduate novice teacher, and the undergraduate novice teacher. The languagemanagement and probe knowledge are reported higher by novice teachers thanexperienced teacher and excellent teacher. At the same time, experienced teacher andexcellent teacher reported higher rate of knowledge of students and affective thannovice teachers. After the study, the author analyzed the influencing factors from theexternal and internal aspects. Based on the findings, the strategies will be summarizedfrom school and teachers’ perspectives. The authorities in school may pay much moreattention to develop more practical activities, so that teachers’ practical knowledge canbe improved. At the same time, English teachers need to commit themselves toself-enrichment with the purpose of improving their practical knowledge.