Research On Teachers’ Practical Knowledge Generationin Lesson Study

Teachers’ practical knowledge is the key part of teachers’ knowledge system, as well as the main basis of teachers’ professional development, so the study of teachers’ practical knowledge generation is of great importance. As the major event of teachers’ professional life, classroom teaching is the most concentrated expression of teachers’ practical knowledge. Therefore, to focus on the English teachers’ practical knowledge generation from the perspective of Lesson Study is an important breakthrough in promoting English teachers’ professional development and improving the quality of English teachers.On the basis of systematical analysis on related literature and materials of both teachers’ practical knowledge and Lesson study, this research uses case study method and educational narrative research method comprehensively to study a junior high school English teacher, aiming to learn how the junior high school English teachers’ practical knowledge generation is like in Lesson study, thus exploring the main factors affecting teachers’ practical knowledge generation in Lesson Study, which makes recommendations to effectively promote teachers’ practical knowledge generation in Lesson Study, bringing reference and enlightenment for the majority of primary and secondary school English teachers and Lesson Study conductors.This paper mainly includes seven parts:The first part briefly introduces the research background, purpose, main problems to solve the, and explains the value of this research.The second part systematically analyzes related study at home and abroad of teachers’ practical knowledge, while sorting and introduces the research status of Lesson Study, and gives the definition of teachers’ practical knowledge "generation ".The third part, after describing the theoretical basis of the study design, introduces the research methods, and explains how the author select subjects and collect research data.The fourth part, through the preliminary investigation and analysis of teacher W’s narrative of stories about her own educational background and teaching experience, excavates and interprets her practical knowledge before Lesson Study.The fifth part introduces the Lesson Study process implementation, including the main condition of deciding the theme of lesson study and holding the two after-class workshops.The sixth part concretely analyzes and interprets teacher W’s practical knowledge generation in the process of two rounds of Lesson Study.The seventh part sums up the main internal and external factors that influence teachers’ practical knowledge generation in Lesson Study, and on this basis, provides some improvement suggestions for Lesson Study conductors who want to effectively promote teachers’ practical knowledge generation in Lesson Study.