This study aimed to investigate how two novice teachers in elementary schools conceptualized and developed their practical knowledge about English teaching. They provided their narratives about their teaching six times over the spring semester of 2019. Their narratives were recorded and transcribed. Two researchers examined the transcription to investigate what prior knowledge they had and how they developed their practical knowledge. It was found that their practical knowledge had constantly changed and developed. When they started teaching English, they had their own knowledge on English teaching, which seemed to come from their previous English learning experience and from their study on teaching English. As they applied these knowledge to their own teaching situations, they encountered many problems. The main situations that shaped their practical knowledge were 1) students' level of achievement, 2) level differences among students, 3) teacher status (classroom teacher or English specialist teacher), and 4) colleagues. While coping with those problems, they added new practical knowledge or modified the knowledge they had. The findings provided several implications on pre-service and novice teacher training.

I. 서론
II. 이론적 배경 및 선행 연구
    1. 초등영어 교사교육에 관한 연구
    2. 경력교사와 초임교사
    3. 교사의 개인적 실천 지식(personal practical knowledge)
III. 연구 방법
    1. 참여자
    2. 자료 수집 및 분석 방법
IV. 연구 결과 및 논의
    1. 두 교사의 영어학습 경험과 영어 교수학습에 대한 생각
    2. 학생들의 낮은 성취수준이라는 상황과의 조우
    3. 학생들의 수준차라는 상황에 대한 두 교사의 다른 접근
    4. 담임교사와 영어교과 전담이라는 상황
    5. 동료 영어교사와 원어민 영어교사라는 상황
V. 결론 및 제언
참고문헌

• 강성우(청주교육대학교 영어교육과) | Sungwoo Kang
• 이선(공주교육대학교 영어교육과) | Sun Lee