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摘要：Teachers’ personal practical knowledge plays an important role inteachers’ knowledge. With more and more emphasis laid on theimportance of teachers’ subjective consciousness and activity, thepersonal knowledge, which is intimately bound up with teachers’teaching belief and practice, has also entered the domain of research.English teachers’ personal practical knowledge, as an important part ofEnglish teachers’ knowledge, has become a focus of researchers. Therise of phenomenological pedagogy has provided the researchers witha brand-new angle to expound the outlook of teachers’ knowledge.This thesis, by means of the theories of phenomenological pedagogy,through the analysis of the components and its development, isintended to show the value of individuals, their daily teaching andtheir lifeworld.

erstanding of pedagogy.Furthermore, reflective practice helps English teachers toaccumulate their personal practical knowledge. Reflection on Englishteachers’ lived experience, students’ experience, and their teachingoffer English teachers the possibility to renew their personal practicalknowledge in practice.Finally, English teachers’ personal practical knowledge alsoshares the characteristics of teachers’ personal practical knowledge,and it focuses more on English teachers’ lived experience in thelifeworld which is the point to distinguish English teachers from thosewho teach other subjects. Chinese teachers, mathematics teachers, P.E.teachers, etc, will have different teaching experience which results in adifferent lifeworld.

Chapter Two Phenomenological ...................... 19-34
    2.1 A Brief Introduction to ...................... 19-22
    2.2 Main Concerns of ...................... 22-24
    2.3 The Combination of ...................... 24-28
    2.4 The Main Concerns of...................... 28-34
        2.4.1 Intentionality...................... 28-29
        2.4.2 Lifeworld and reflection ......................29-31
        2.4.3 Intersubjectivity ......................31-34

Conclusion

The thesis, from a perspective of phenomenological pedagogy, intheory has a try to explain English teachers’ personal practicalknowledge and the means by which English teachers’ personalpractical knowledge is formedIn the literature review, the author of the thesis finds the gapbetween theories and English teachers’ teaching practice. Somescholars have found out that English teachers are really the bridgebetween theories and practice. And a lot of scholars review educationfrom a phenomenological pedagogical perspective. They agree that thepedagogical significance lies in the teachers’ and students’ lifeworld,which has a far-reaching influence on all aspects of education. Englishteachers’ personal practical knowledge was born in such a background.There are a lot of books on phenomenology, phenomenologicalpedagogy, reflection, English teacher’ personal practical knowledge,and English teachers’ development, but the new topic “Englishteachers’ personal practical knowledge” still requires a further studyboth in theory and in practice.The development of phenomenology and phenomenologicalpedagogy provides the theoretical support for the analysis of Englishteachers’ personal practical knowledge and its formation. Their mainconcerns such as intentionality, lived experience in lifeworld,reflection, and intersubjectivity are applied to explain Englishteachers’ personal knowledge and its formation in light of the basicprinciple “to things themselves”.Gu Peiya’s doctorate thesis: Understanding EFL Teachers asLearners: Case Studies (2009) studies the professional development ofChinese excellent English teachers and she proposes that Englishteachers’ knowledge should include knowledge about self, studentsand work on the basis of case studies. Its findings are supported byconvincing theories and the abundant data. Its theories partiallycoincide with the phenomenological pedagogical perspective, so theauthor of the thesis takes the frame of En本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。