Abstract:This study is conducted narratively in order to inquiry into an English teacher’s (Ms. J’s) daily teaching life. Seeking for understanding the hidden relationship between English teachers’ practical knowledge and their professional development, this study aims to answer the following questions: (1) what kind of practical knowledge does Ms. J have? (2) How does Ms. J’s practical knowledge influence her professional development? 

Through more than a month’s documentation, on-site observation interviewing Ms, J’s teaching classroom practice, a sea of data are collected and finally presented as constructed stories coupled with Ms. J ‘s professional life landscape and our mutual interpretation and understanding of her these parts of professional life. 

The findings of this study show that Ms. J’ practical knowledge runs in her daily teaching life, and it is a continuous developing process. Thus, English teachers should pay more attention to their situated teaching practice so that they can pursue the professional development by endless reflective practice.  

As a narrative study, in the dynamic process of reliving and retelling Ms. J’s teaching practice, this study is not only beneficial to further my understanding of English education, but also highlight Ms. J’s understanding of her own professional practice in a reflective mood. Therefore this study simultaneously proves that narrative inquiry is an effective research method for exploring teachers’ practical knowledge. It can make teachers’ real voices heard in their teaching stories so that people in the context can achieve a deeper understanding of teachers’ professional life as a way of living. 

Key words: Teachers’ Practical Knowledge; Narrative Inquiry; Teacher Development

摘 要:本研究采用叙事手法，通过叙述一位高中英语教师---J老师的日常教学“故事”，探究其背后的教育意义。研究旨拟通过回答以下两个问题：（1）该老师拥有什么样的实践知识？（2）该老师的实践知识是怎样影响她的个人发展？探究该教师的个人实践知识及其专业发展之间的关系。

通过长达一个多月的文献整理，课堂观察，以及多次访谈，收集了J老师的课堂教学实践及其学生时代的生活相关数据。这些数据在不断重写的基础上，结合我和J老师对其教育经历的共同理解和解读，最终以故事文本呈现，以体现J老师的专业生活图景。  

研究结果显示，该教师的个人实践知识体现在其日常教学生活中，且处于一个不断发展的过程。因此，建议英语教师应更多关注自己的教学实践，在不断的反思性实践中实现自身的专业发展。

作为一个理解的过程，该研究同时也帮助我作为研究者和在场的学习者，在体验和重述J老师的 “故事”中提升了对英语教育的进一步理解，尤其帮助J老师通过进一步反思和理解自己的教学经历，领会其故事背后的意义。因此，该研究也再次证明叙事研究是探索教师个人实践知识的一个有效的研究方法。它不仅有利于推进教师教育和教师发展方面的细致深入的探索，使一线教师的声音能真正被听到和关注，进而加深人们对教育作为一种生活方式的理解。

关键词：教师实践知识；叙事研究；教师发展