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Chapter Five Analysis and Discussion

5.1 Components of Ann's Practical Knowledge
After the author entered Ann's teaching life and listened to her class，Ann'steachers' practical knowjedge has become obvious. Every teacher has her or his ownteachers' practical knowledge, which is reflected in their daily teaching life andpractice, and so forth. For instance, as young as she is, Ann still owns her teachers'practical knowledge. Some are realized and explicit, while some are not. And somewere shown more clearly than others. The author chose the following four parts toanalyze Ann's TPK emphatically, namely, her educational belief, her interpersonalknowledge, reflective knowledge and English subject knowledge. Educational belief has always been an important component of teachers' practicalknowledge. And its formation is always affected by teachers’ personal lifeexperiences, especially the key figures，events and time，as well as learningexperiences. By analyzing the collected data，the author finds that Ann has beenguiding the students to leam by cultivating their interest in English at the beginning ofthe new term.
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Conclusion

Except of these mentioned above，we can also see that Ann's TPK is contradictory.Due to the various teaching situations and the diversity of content, there is acontradiction between Ann's educational ideas and teaching behavior. For example,on the one hand. Ann's educational purposes are hunnan-oriented, stressing onstudents’ interest in learning English, She thought that students were young that theyshould be cultivated by their interest in learning English at first, and then the results.However, after experiencing the dilemmas in students' poor report of the first mid-test,she began to bow the society-oriented education, which stresses on students' grades inher real teaching life. On the other hand，Ann thought that a good teacher must bekind lo her students in her former belief. However, ^vhen she became a real teacher inschool where students were young that they did not manage themselves well, shebecame strict with her students. From her teaching experiences, we can also see thatshe tries to find a balance between her educational idea's and teaching behavior.Therefore, on the one hand, her TPK is not static. She gradually forms and developsher TPK in a variable process.
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