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3.1.1 Synthesis of Existing Research Literature .....14
3.1.2 Case Study .....14
3.2 Description of the Subjects ........14
3.3 Data Collection and Analysis.....16
3.4 Validity and Moral Principles Concerned ....18
3.4.1 Validity.....18
3.4.2 Moral Principles.........18
Chapter 4 Results of the Case Study......... 20
4.1 Results from Interviews Concerning the Teachers’Self-Perception......20
4.2 Results from Class Observation and Follow-up Interviews.......24
4.3 Utilization of Teaching Milieu.........30
4.3.1 Decoration of the Classroom........30
4.3.2 Use of Community Resources......30
4.3.3 Interpersonal Knowledge .......31
4.4 Knowledge of Class Management .........32
Chapter 5 Conclusion and Suggestion...... 34
5.1 Features of Teachers’ Practical Knowledge ......34
5.2 Suggestion....36

Chapter 4 Results of the Case Study

In the case study, three kindergarten EFL teachers, Mrs. Fu, Mrs. Li and Mrs. Hu wereused as informants of the interviews and the subjects of observations in this study. Datawere collected by means of non-participation class observation and in-depth interviews inorder to generate their practical knowledge as educators meanwhile the researcher probedinto their knowledge through the narration of their life stories.There are lots of previous studies concerning classification of teachers’ practicalknowledge, among which the classification of Elbaz (1981) is the most representative. Sheclassifies teachers’ practical knowledge into five categories: knowledge of self, of themilieu, of subject matter, of curriculum and of instruction. Actually, every teacher’spractical knowledge contains all the five aspects. Different teachers might have differentclassroom performances as a result of their different life experiences, personalities and thecurriculum requirements as well as differences of the learners they have taught. They maydisplay different aspects of practical knowledge under different circumstances. Dataobtained through class observation and interviews were analyzed in accordance with fourtypes of practical knowledge, namely knowledge of self, knowledge of curriculum andinstruction, knowledge of the milieu and knowledge of class management.
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Conclusion

The teachers’ knowledge of self is their understanding of their own, and it plays aleading role coordinating other parts of her practical knowledge. In teachers' selfknowledge, the identification of their roles is the teachers' understanding of theirprofession, which determines their attitude towards their career. If a teacher identifieswith his/her role, he/she tends to be more active in his/her work, and he/she gainssatisfaction or a sense of achievement from his/her daily work. If a teacher’sprofessional identification is at a lower level, he/she tends to hold more negativeattitude and less evolvement in his/her teaching work. And this affects the quality ofhis/her work. The teachers' educational beliefs are the products deposited in their hearts,usually as a kind of unconscious hypothesis dominating their behaviors, directs theirattentions and experiences and other aspects of knowledge. Rather than learning directlyfrom books, all the three teachers’ educational beliefs are more affected by their dailyteaching p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。