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problems came up again. I realized gradually it was difficult or even impossible forus to move others' ways of teaching to our own classes directly. The ways of makingimprovements for teachers are more complicated than what I thought before. So Iwas still bothered with the problem that how could teachers improve their teachings.Later, in 2009 I was permitted to have a further study in Hangzhou NormalUniversity，where I hoped to find out better ways of teacher development. One day,only when I read the following words, did I realize that what a serious mistake I hadmade before.Because teaching can take up a lot of our lives in one w^ay or another, anincreasing number of us want to find out more about ourselves, our teaching and therelationship between the two. Then we ask ourselves, how can we use what wediscover to guide our future development? (Edge, 1992; cited in Bailey K.M. et al.2004)In the past，I only cared about what I could get from others instead of what Ialready have. The relationship between myself and my teaching was almost ignored.In other words, I paid too much attention to what kind of teachers others are ratherthan what kind of teacher I am. Then，after reviewing a lot of literatures on teachers'professional development, teachers' practical knowledge as a comparatively newresearch field in China began to draw my attention. It emphasized the important roleof teachers' own experience and teaching practice. Although it was also consideredas the knowledge base for teacher development (Liu, 2005)，teachers' practicalknowledge is hard to be studied for its tacit and implicit. Once, enlightened by mysupervisor's words, "Narrative inquiry now becomes a new-developed method ineducational researches and if you are interested, you may read some relative books”，I found gradually narrative inquiry could be a good way of studying teachers'practical knowledge. Therefore I began such a journey of the present research.

1.3 Significance of the Research研究的意义
The significance of the research is illustrated from three perspectives.First，it's urgent to take teachers' practical knowledge seriously to develop moreeffective teacher education programs in China.In recent years, attributed to a booming demand for teacher education in China,more researchers devoted themselves to searching for effective ways of promotingteachers' professional development. However, in traditional teacher education，programs really useful and practical to teachers are often limited, because there is along tradition of research into what teachers should or need to know and littleattention has been paid to teachers' own practical knowledge, which is theknowledge base for teacher development, since it is taken for granted traditionallythat knowledge is created by experts and then transmitted to teachers who are onlyreceivers and users. It was until the early 1990s that teachers' practical knowledgebegan to attract more and more attention in our country, so the research on thisaspect in our country remains in the early stage, and relative research findings are farfrom adequate. Therefore, it is necessary and significant to explore teachers'practical knowledge in our country to know more about how teachers' practicalknowledge affects teaching practice and the probable factors contributing to itsconstruction process.Second, it's necessary to attach more importance to Chinese junior EFLteachers' professional development.Since the resear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。