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TPK (Teachers’ practical knowledge), an essential component of teachers’ knowledge and impetus for teachers’ professional development, plays a crucial role in the novice teachers’ dealing with the initial years of “sink or swim” crisis. This is a case study to explore what components of TPK the novice English teachers lack, and how the novices develop TPK. Data are collected from questionnaire, interviews, classroom observations, and journals. We find that the novices especially lack three components of TPK, i.e., interpersonal knowledge, situational knowledge, and critical reflection, and internal factors (beliefs, problem consciousness, and reflection) and external factors (interaction with colleagues and students, learning in COP (Community of Practice), and school culture) facilitate the development of novices’ TPK. Teacher learning in COP based on constructivism and reflective teaching have contributed greatly to the development of novices’ TPK.

On the Development of Novice English Teachers’ Practical Knowledge—A Case Study of Two Novices in Nanchong No. 1 Middle School in China