SECI-based Research On Intern English Teachers’ Practical Knowledge In High School

SECI included four stages: socialization,externalization,combination and internalization.Practical knowledge refers to the knowledge that teachers gradually accumulated and applied in their educational teaching practice by discovering and gaining the meaning of their own practice and experience in daily educational teaching practice situations.It can be obtained through experience,contemplation,and perception,and by integrating their own life experience and the meaning of experience given by individuals.With these four stages of knowledge transformation,practical knowledge that guides intern teachers in teaching is internalized by them.It lays a foundation for them to be qualified teachers in the future.Based on SECI theory,this research used the questionnaire and the interview to conduct a survey on 277 undergraduate English teachers from higher education teachers’ colleges.This research is attempt to investigate the current situation of practical knowledge of intern English teachers at the end of the educational practicum and the influence of critical factors in the educational practicum on the development of their practical knowledge.The questionnaire data were processed with SPSS26.0data analysis system,and then 5 intern English teachers from different internship schools were selected to conduct interviews to supplement the quantitative data.They will be used to answer the following two questions:1.After the educational practicum,what is the current situation of intern English teachers’ practical knowledge in high school?2.During the educational practicum,how do key factors affect the development of intern English teachers’ practical knowledge in high school?Here are research findings.First,intern English teachers’ practical knowledge is in a good level,and there is a very strong correlation among these four dimensions:the knowledge of self,the knowledge of subject,the knowledge of students,the knowledge of educational situation.It indicates that the change of one dimension can also cause the change of other dimensions;second,the critical factors(observing classes,having classes,mentor teachers’ suggestions and feedback,students’ feedback,peers’ communication and help,self-reflection,and school environment and culture)in the educational practicum are correlated with the development of intern English teachers’ practical knowledge,but the degree of influence also varies.Specifically,students’ feedback and self-reflection have the greatest impact on practical knowledge,peers’ communication and help,and school environment and culture have an average impact on intern English teachers’ practical knowledge.Observing classes,having classes,and mentor teachers’ suggestions and feedback have a weak impact on intern English teachers’ practical knowledge.According to the discussion above,the following concrete recommendations are suggested by this research.Firstly,through a combination of self-reflection and students’ feedback,the development and guidance of education and teaching courses for normal English students should be emphasized to motivate their personal practical knowledge.Second,normal universities and colleges should cooperate with internship schools to create an active environment for intern English teachers to increase their practical knowledge.On the one hand,due to the impact of the epidemic,research subjects and geographical area are limited in the study;on the other hand,intern English teachers are not given more opportunities to enter the internship campus.So it is hard to collect more data from them;furthermore,the researcher is lack of relevant experience and the time is short.The results of the subsequent development of intern English teachers’ practical knowledge could not be discussed and analyzed in this research,so future researchers can increase the number of research subjects,regions,and the duration of time.Consequently,we can understand the development and changes of intern English teachers’ practical knowledge.