Problems And Reflections On The Development Of Young Teachers' Practical Knowledge

Teacher's practical knowledge is the central problem of teacher's professional development.With the development of the society and the innovation of science and technology,the demand of the society for teachers has changed,especially for English teachers.The development of practical knowledge in primary school English guides primary school English teachers to know how to improve their professional skills and knowledge.Since there are more and more young teachers,this study takes young primary school English teachers as the object to analyze the current situation of the composition of practical knowledge.According to the needs of the research,the practical knowledge of teachers is summarized into four components,which are self-knowledge,curriculum and teaching knowledge,interpersonal knowledge and educational belief.At the same time,the representation methods of practical knowledge are introduced,including language representation,action representation and schema representation.The beginning of the generation of teachers' practical knowledge is the stage of enlightenment and cognition.In this stage,some scattered self-knowledge,opinions on teaching and students,and educational beliefs are generated.The understanding of primary school English education and teacher occupation is still in the initial stage,and the understanding of practical knowledge is limited.After becoming a teacher,the gradual generation of teachers' practical knowledge enters the stage of accumulation and tempering,which means that all practical knowledge should be selected and integrated.After honing the perception of practical knowledge,accumulation and memory,so as to maintain the storage of practical knowledge,including cognitive maintenance and memory recognition.The stage of application and promotion is the increasingly perfect of teachers' practical knowledge,and teachers need to reflect on their existing knowledge and experience.On the basis of reflection and summary,teachers take the initiative to form their own new practical knowledge,which is a process of continuous improvement in action.Finally,through the analysis of the educational stories of three primary school English teachers,this paper further summarizes the influencing factors of the generation of practical knowledge of primary school English teachers,and concludes that these three factors have a huge impact on the three teachers,which are the key events and key figures,educational practice and reflection,and environment.This study proposes countermeasures from the three directions of the composition of teachers' practical knowledge,teacher training and teachers themselves.At last,it reflects on the deficiencies of this study due to the limitations of the researchers themselves and the complexity of the practical knowledge system and looks into the future.