The present study focuses on the content and characteristics of good English teachers’ practical knowledge. The core questions for the study are: a) In what kind of knowledge base is good English teachers’ teaching expertise located? b) What are the factors that may contribute to the formation and development of teachers’ practical knowledge? c) What are the roles of students in the development of teachers’ practical knowledge? An interpretive, qualitative perspective, the case studies approach is adopted. Two good college English teachers participated in the study. The data obtained with the various instruments were combined to develop a comprehensive view of good English teachers’ practical knowledge. The results revealed that good English teachers have developed and integrated a set of knowledge which is usually consistent with how they act in practice. While many factors may contribute to the formation and development of teachers’ practical knowledge, good English teachers usually have the ability to respond to shifting context in appropriate ways.
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