In many of the published papers about teaching practice, the status quo and problems of teaching practice and the improvement measures have been accounted for, and many of them have drawn up the successful experience of foreign teaching practice and put forward the improvement strategies of our country’s teaching practice。 However, the number of papers viewing teaching practice from the perspective of professional development is not big。 This paper will discuss the impact of teaching practice on pre-service English teachers from the perspective of professional development。

3。 Influence on the Professional Developments of Pre-service English Teachers

The essence of teaching practice is a kind of practical form of carrying out education and teaching in the field, and it is the teaching practice that is separated from the simple theoretical education of the school。 Marxism holds the view that, “practice is the source of knowledge, practice is the driving force of the development of cognition, practice is the sole criterion for testing the truth。” Only when pre-service English teachers make full use of their previous school knowledge on the real education and teaching can they get great improvements。论文网

According to the teaching practice experience of my own and my classmates, I find that the teaching practice has had a great influence on us pre-service English teachers’ professional development。 It makes a profound difference on our professional knowledge, professional skills as well as professional thoughts。

3。1 Influence on professional knowledge

In the process of English teacher professional development, researchers pay more attention to English teacher professional knowledge in particular。 Professional knowledge is the scientific and educational knowledge and the language knowledge that English teachers should possess, including all kinds of basic knowledge of science and culture, subject knowledge and pedagogy and psychology knowledge。 Shulman (1987) holds that professional knowledge includes subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge as well as knowledge of context。 Subject matter knowledge refers to syntactic structures。 General pedagogical knowledge consists of broad principles and strategies of classroom management, curriculum and instruction, aims and purposes of education as well as learners and learning。 

As a pre-service English teacher, he or she must have the basic knowledge required for professional work in the future。 At the same time, the practical knowledge of pre-service English teachers is another important component of professional knowledge。 The teaching practice in the improvement of the professional knowledge of the role played by English teachers is very significant and irreplaceable。 In the process of internship, to give the textbook knowledge to students, the pre-service English teachers not only need to carefully prepare lessons, study materials, experience problems but also to review their own professional knowledge, access to relevant reference materials, and to discuss with their classmates。

Moreover, the main approach to get some help is to turn to the experienced instructors on whom pre-service English teachers can feel the charm of practical knowledge from the instructors, and realize that the practical knowledge is hard to explain but actually play an important role。 The knowledge and ability base of education should include “the knowledge of how to be taught and the knowledge of how to teach”。 English teachers’ professional connotation should be the unity of professional knowledge and practical knowledge。 The accumulation of practical knowledge in the English teacher’s career, or in the proportion of professional growth is very important; the accumulation of practical knowledge and sublimation is a sign of professional maturity of English teachers。