A Suvey Of Teacher Knowledge Of English Teachers In Demonstrative Senior High Schools In Liuzhou

Teacher knowledge is an important part of the professional quality of teachers.The mastery and application of teacher knowledge directly determines the level of professionalism.Curriculum reform requires re-recognizing and thinking about the knowledge that teachers possess,and requires teachers to improve and optimize teacher knowledge.With the in-depth development of the Basic Education Curriculum Reform in China,teacher knowledge and teacher's education will face new problems and challenges.For these reasons,this study takes the knowledge of English teachers in high schools as the starting point,and conducts a realistic investigation into the current situation of knowledge of English teachers in Liuzhou Demonstrative Senior High Schools and the ways to promote the knowledge of English teachers.In addition,the study will provide assistance for English teacher to build a scientific and reasonable knowledge base and adapts to the reform of basic education in China.It will promote the professional development of English teacher and improve the level of English teaching.This study takes constructivism and reflective teaching theory as the theoretical basis.Through questionnaire and interview,fifty English teachers from Liuzhou Demonstrative Senior High Schools are studied.The research questionnaire is revised on the basis of the questionnaire of Sheng Diyun(2009)and the relevant researches published on core journals of China Knowledge Network.Seven dimensions are included: content knowledge,general pedagogical knowledge,curriculum knowledge,pedagogical content knowledge,knowledge of learners and their characteristics,knowledge of educational contexts and knowledge of educational ideas and values.Through study,the thesis will answer the following three questions:(1)What is the current situation of English teachers' knowledge in Demonstrative Senior High Schools in Liuzhou? What are the lack of teacher knowledge of English teachers?(2)What are the discrepancies between novice teacher knowledge and expert teacher knowledge?(3)What are the factors that influence teacher knowledge of English teachers in Demonstrative Senior High Schools in Liuzhou?The findings of the investigations are summarized as follows:(1)The results show that English teachers in Demonstrative Senior High Schools of Liuzhou have a good mastery of teacher knowledge,while the structure of teacher knowledge is imbalance.Among the seven dimensions of teacher knowledge of English teachers,teachers do well in the knowledge of educational ideas and values,knowledge of educational contexts and pedagogical content knowledge.However,teachers do not have a good command of content knowledge,general pedagogical knowledge,knowledge of learners and their characteristics.In addition,the mean of curriculum knowledge is the lowest.(2)There are significant differences in the current situation of novice teacher knowledge and expert teacher knowledge and the current situation of expert teacher knowledge is better than novice teacher knowledge.(3)Individual factors and external factors have different roles and effects at different stages of teachers' professional development.The order of influence degree ranks from high to low: the summary of teaching experience and teaching reflection,professional activities after teaching,personal learning experience,communication with students,pre-service training,communication with colleagues,post-service training,reading professional books and online study,overseas learning or working experience,other factors,as well as teacher's age.Based on the data from questionnaire and information from interview,some suggestions are put forward for schools and teachers.For schools,they should provide more favorable environment and effective learning resources for the development of teacher knowledge,such as strengthening pre-service training and post-service training.For teachers,they should play a subjective initiative,actively carry out teaching reflections;communicate more with colleagues,master strategies to enhance teachers knowledge.