本文以“可能自我”为理论视角，运用自我研究法探究一名大学英语教师实践性知识构建特征以及自我认知对构建过程的影响。研究结果显示：1）该教师实践性知识的构建呈现内容上的阶段性侧重和路径上的合作学习倾向；2）缩减“希望成为的自我”和现实自我的差距并远离“害怕成为的自我”是教师构建实践性知识的动机，教师在各阶段为弥合现有实践性知识与“希望成为的教师”所需知识之间的差异而进行的实践是其知识构建的重要手段。

Adopting a self-study approach, the paper drew on the first researcher’s life history, her 17-year teaching career in particular, to explore the features of an EFL teacher’s personal practical knowledge (PPK) constructing as well as the impact of self-knowledge on this process. The findings indicated the two features of the first researcher’s PPK construction: 1) shifting focus between curriculum knowledge, pedagogical knowledge, student knowledge, contextual knowledge and teacher’s self-knowledge at different career stages, and 2) a tendency towards cooperative learning and integration of teaching and research. Through the theoretical lens of “possible selves”, the research revealed that motivation to bridge the gap between hoped self and current self while simultaneously avoiding the feared self is the major drive for teachers’ PPK construction. To meet the demands of hoped self, teachers would employ different means to increase PPK. The study may offer insights into college English teachers’ professional learning and the research method highlights the potential of using the self as resource in pursuing professional development.