An Investigation Into Teacher Knowledge Of Master Of English Education

Since full-time Education Master was established,it has attracted growing scholars and learners’ attention.The characteristic of Education Master is being"practical" and "professional",which aims to cultivate applied teachers.The objective of establishment Master of English Education is to convey English teachers who possess research and teaching capacity.And teacher knowledge determines the quality and development of English teaching.Shulman’s classification of teacher knowledge is applied in this paper to investigate the current teacher knowledge of Master of English Education in two universities in Guangxi,influencing factors of teacher knowledge as well as how to improve their teacher knowledge.The research subject is 49 second-year Master of English Education from Guangxi Normal University and Guangxi Teachers Education University.Firstly,the author utilizes questionnaire to survey subjects’current situation of teacher knowledge:generally speaking,Master of English Education has a good mastery of teacher knowledge,while the structure of teacher knowledge is imbalance.Additionally,the author gets the information concerning factors influencing teacher knowledge in postgraduate,opinion on teaching internship and opinion on reflective teaching through interview.In this thesis,factors influencing teacher knowledge are divided into two aspects:one is formal factors,mainly including courses,teaching internship and assessment system;the other is informal influencing factors,consisting of personal factor and extracurricular activities.Combining data from questionnaire and information from interview,it can be found that there are four primary aspects influencing teacher knowledge of Master of English Education:(1)Courses learned in postgraduate are unreasonable,courses pay more attention to theories;(2)Some subjects learn knowledge in a negative way;(3)The time of teaching practice is too short to acquire adequate teaching skills;(4)Assessment system is incomplete,it fails to integrate formative assessment with summative assessment.Based on current situation of subjects’ teacher knowledge as well as factors affecting teacher knowledge,the author proposes some relevant solutions that not only can strengthen subjects’ practical knowledge,but also can help them apply theoretical knowledge into practice from four aspects:teaching practice,courses,autonomous learning and assessment system.Those solutions are to aid Master of English Education to construct reasonable teacher knowledge.The research about Master of English Education not only can enrich the theoretical study of teacher knowledge and Master of English Education,but also can make Master of English Education know how to optimize teacher knowledge and become qualified teachers.