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2.2 Subjects
Having reviewed different standards of defining effective teachers in previous studies,this study fixed the subject choosing standard as: good records from academicadministration of the university; having ever won teaching awards at all levels; beingaccepted and recommended by leaders and colleagues of the foreign languages school;teaching quality being approved by other means (e.g. students‘ spontaneous discussion inBBS). In order to conduct a cross-case analysis towards teachers‘ practical knowledgegrowth, this study chose effective teachers of different age.Considering factors of teaching title, age and gender, this study finally determined tochoose 3 effective teachers as the participants. The basic information is as follows: This study has explored the professional growth course of effective college Englishteachers through narrative inquiry approach. The data are mainly collected from in-depthinterviews towards 3 effective teachers supplemented by classroom observations.According to MaCracken (1988), the interview is ―one of the most powerful methodsin the qualitative armory, providing the researcher ―the opportunity to step into the mindof another person, to see and experience the world as they doll. Maxwell (1996) alsoasserts that the interview can be a valuable way (the only way, for events that took place inthe past or ones to which you cannot gain observational access) of gaining a description ofactions and events. Therefore, the primary data for this narrative inquiry were collectedfrom the in-depth interviews. The reason why the author chooses semi-structuredinterview lies in that it offers both the needed structure and flexibility for the intervieweesto articulate their views in depth.
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2 Methodology.... 22
2.1 Research Questions ...... 22
2.2 Subjects ...... 22
2.3 Instruments ....... 23
2.4 Data Collection and Analysis ......... 24
3 Results and Discussion ..... 27
3.1 Reports on Three Teachers‘PPK.... 27
3.2 Characteristics of Three Teachers‘PPK.....35
3.3 Construction Pattern of Effective College English Teachers‘PPK ...... 45
3.4 Factors Contributing to the Construction of Effective Teachers‘PPK....... 47

3 Results and Discussion

3.1 Reports on Three Teachers’PPK
After rearranging and integrating all the data collected from the pre-interviewinventory, in-depth interview and classroom observation, the author extracted part of theinformation and concentrated the life course of three teachers‘ personal practicalknowledge growth into case stories, which were mainly involved in the contents ofpersonal practical knowledge: education belief, knowledge of self, interpersonalknowledge, knowledge of contexts, knowledge of strategy and knowledge of criticalreflection.English teachers‘personal practical knowledge is the unity of their experience insteadof an isolated point. Dewey (1938) pointed out that any experience is in the samecontinuous time continuum. Thus, the time factor has been one of the necessary elementsof narrative exploration. Therefore, in order to explore the construction pattern andinfluential factors of effective college 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。