近年来，教师实践性知识逐渐成为了外语教师教育研究的一个重点，这个课题也引起了专家学者们的关注。教育实习作为一个帮助职前英语教师完成专业性角色转变的方式，被视为是职前教师获得实践性知识重要的渠道之一。

本研究采用案例研究的方法,通过半结构式访谈、实物资料和课堂观察收集数据，对来自北京的一所综合类师范大学的7位参与者进行调查研究，并通过内容分析法进行分析，试图回答三个研究问题，参与教育实习前后职前英语教师分别掌握了哪些实践性知识，影响实践知识发展的关键因素有哪些。

研究发现，尽管存在着个体之间的差异，但是大多数职前英语教师在参与教育实习之前就已经具备一定的实践性知识。对他们来说，参与教育实习不仅帮助其发展实践性知识，也可以帮助她们推进职业性发展。具体来说，参与者们的自我知识和人际知识都有较大提高。尽管策略性知识和情境性知识也有所发展，但是相比之下，进步较小。其中，影响职前英语教师实践性知识发展的因素较为复杂，内部因素包括，比如性格，之前参与的课外教育实践，对于教育的态度和认知，自我反思等，外部因素包括职前教师和实习学校指导老师以及学生之间的相处模式，参与实习的年级，和在同校实习的其他职前教师之间的交流。

本研究有助于研究对象对本次实习经历进行回顾反思,也为其他职前英语教师提供可参考的案例，并一定程度上有利于改进高等师范大学的英语专业开展教育实习的相关安排。考虑到本研究收集的数据的局限性，我们期待更长期的研究，以更深入地了解教师的实践性知识与教育实习之间的关系。

In recent years, teachers’ practical knowledge has gradually become a focus of research on foreign language teacher education, and the topic has attracted a great deal of attention from experts and scholars. Education practicum, as a way to help pre-service English teachers complete their professional role change, is considered to be one of the most important channels for pre-service teachers to acquire practical knowledge.

This study employs the method of a case study, collecting data through semi-structured interviews, material data and classroom observation to research 7 participants from a comprehensive university in Beijing, and then analysing them through content analysis, in an attempt to answer the three research questions, what practical knowledge have pre-service English teachers acquired before and after participating in education practicum respectively, and what are the key factors affecting the development of practical knowledge?

The study finds that the majority of pre-service English language teachers already had some practical knowledge prior to participating in education practicum. For them, participating in education practicum helps them develop their practical knowledge. Specifically, participants show greater improvements in their self-knowledge and interpersonal knowledge. Although their strategic and situational knowledge also develop, they improve less in comparison. The factors affecting the development of preservice English teachers’ practical knowledge are complex, including internal factors such as personality, and self-reflection, etc., and external factors such as the grade level at which they participate in the practicum, and the interaction with other pre-service teachers at the same school.

This study will help the research participants to review and reflect on their experiences, provide reference cases for other pre-service English teachers, and to a certain extent, contribute to the improvement of the arrangements related to the implementation of education practicum for English majors in the comprehensive normal universities. Considering the limitations of the data collected in this study, we should look forward to a longer-term study to gain a deeper understanding of the relationship between teacher’ practical knowledge and education practicum.