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Uses a qualitative case study design with three participating in-service teachers, gathering evidence from interviews, classroom observations, reflective journals, and teaching materials. Synthesizes practical principles and rules of practice grounded in teachers’ own classroom experiences, offering guidance for policymakers shaping effective elementary EFL programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-elementary-english-teachers-practical-knowledge-a-case-study-of-efl-teachers-in-taiwan/592268/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-elementary-english-teachers-practical-knowledge-a-case-study-of-efl-teachers-in-taiwan/592268.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about elementary EFL teachers in Taiwan?","Question",{"text":112,"@type":113},"It investigates how in-service elementary English teachers conceptualize their practical knowledge for English teaching in Taiwan.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is practical knowledge data collected in this research?",{"text":117,"@type":113},"Through interviews, classroom observations, teachers’ reflective journals, and teaching materials.",{"name":119,"@type":110,"acceptedAnswer":120},"How many in-service teachers participated, and what study approach is used?",{"text":121,"@type":113},"Three in-service teachers participated in a qualitative case study.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592268,1792161304,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2008 by Education Research Institute  \n2008, Vol. 9, No.4, 529-541.  \nExploring Elementary English Teachers’ Practical Knowledge: A Case Study of EFL Teachers in Taiwan  \nChiou-hui Chou  \nNational Hsinchu University of Education  \nTaiwan  \nTeaching English in elementary schools has been an important educational policy in Asian countries over the past several decades. This study investigates how in-service teachers in elementary schools conceptualize their practical knowledge about English teaching in Taiwan. It provides examples of experiences and practical knowledge that English teachers have developed in their own contexts. The practical knowledge of teachers was investigated using a qualitative case study. Three in-service teachers participated in this study. Data include interviews, classroom observations, teachers’ reflective journals, and teaching materials. The study provides practical principles and rules of practice for elementary EFL teachers. It offers insights that policy makers need to consider in setting up a sound English teaching and learning program for elementary schools in EFL  \ncontexts.  \nKey words: English as a foreign language, elementary English, practical knowledge  \nIntroduction  \nOver the past few decades, teaching English in elementary schools has become an important educational policy in Asian countries. Taiwan, Korea, and Japan standout as the most prominent examples of this phenomenon. However, few studies have focused on investigating how elementary English teachers teach in these English as a foreign language (EFL) contexts. This study attempted to explore how teachers in elementary schools conceptualized their practical knowledge about English teaching in Taiwan. It aimed at providing examples of the experiences and  \nChiou-hui Chou, Assistant Professor, Department of English Instruction, National Hsinchu University of Education, Taiwan.  \nCorrespondence concerning this article should be addressed to Chiou-hui Chou, Department of English Instruction, National Hsinchu University of Education, 521, Nanda Road, Hsinchu City, 300, Taiwan. E-mail: [joyce@mail.nhcue.edu.tw](joyce@mail.nhcue.edu.tw)  \npractical knowledge that English teachers have and develop in their own contexts.  \nTrends in research into teacher knowledge have shown that teachers’ practical knowledge guides their practices (Carter, 1990) . Teachers’ practical knowledge is used to indicate “the knowledge and insights that underlie teachers’actions in practice”(Verloop, Van Driel, & Meijer, 2001, p. 446) . Defined by Zanting, Verloop, and Vermunt (2001), teachers’ practical knowledge is as “an amalgam of all teachers’ cognitions, such as declarative and procedural knowledge, beliefs, and values, which influences their preactive, interactive, and postactive teaching activities”(p. 726) . It also includes “reasons underlying teaching, considerations, arguments, personal motives, and zeal” (p. 726) . As Mangubhai, Marland, Dashwood, and Son (2004) note, a fundamental premise of underpinning this line of research is that “what teachers do in classrooms is largely shaped by this practical knowledge, a premise that is well  \nChiou-hui Chou  \nestablished and widely accepted”(p. 293) . There have been a number of studies done on teachers’ practical knowledge from the perspective of mainstream educational research (e.g., Black & Halliwell, 2000; Carter, 1990; Clandinin, 1986; Elbaz, 1981; John, 2002) . However, there have only been a few studies done which are relevant to teachers’practical knowledge and personal practical knowledge in English as a Second Language (ESL) and EFL education (e.g., Golombek, 1998; Tsang, 2005) . In a review of research on what language teachers think, know, believe, and do, Borg (2003) indicates that there are several issues in language teaching which have yet to be explored from the perspective of teacher cognition. To date, investigation of elementary teachers’ practical","cbCaihrNMLkIoHVQ","https://ap.wps.com/l/cbCaihrNMLkIoHVQ","pdf",98504,13,"English","# Introduction\n## Teacher practical knowledge and teacher cognition\n## Context: English instruction reforms in Taiwan\n## Study motivation and purpose","[{\"question\":\"What is the study investigating about elementary EFL teachers in Taiwan?\",\"answer\":\"It investigates how in-service elementary English teachers conceptualize their practical knowledge for English teaching in Taiwan.\"},{\"question\":\"How is practical knowledge data collected in this research?\",\"answer\":\"Through interviews, classroom observations, teachers’ reflective journals, and teaching materials.\"},{\"question\":\"How many in-service teachers participated, and what study approach is used?\",\"answer\":\"Three in-service teachers participated in a qualitative case study.\"}]","Exploring Elementary English Teachers’ Practical Knowledge - A Case Study of EFL Teachers in Taiwan | PDF",1792074201,33]