Research On Teachers' PCK Development Based On Preparing Lesson Together

Pedagogical content knowledge gets more concerns with the research development,and it plays an important role in teacher development. Preparing lessons together, as a school-based research, should promote teacher development, and is an important approach to developing teachers' pedagogical content knowledge as well.This study explores teachers' pedagogical content knowledge development based on preparing lessons together from two aspects: the first is how preparing lessons together promote teachers pedagogical content knowledge development; and the second is how teachers' pedagogical content knowledge change and transform? What the process?The research object of this study is the teachers attended the “National Training Plan” held in S university from 2010 to 2014, and teacher researchers. Take them as a whole to explore their pedagogical content knowledge and its development in preparing lessons together. And this study carried out with the document analysis method, participating observation, and case study.The mechanism of teachers' pedagogical content development based on preparing lessons together, and it displays mainly in the following aspects: the first is the construction of learning community and its function. Preparing lessons together need construct a community of diversity, and this involves the experts' cooperation and exchange mechanism. The community have the characteristics of sharing task,initiative of participate, and sharing the resources. The second is creating the situation of preparing lessons together and using tools. The principle of creating situation is transform the knowledge-based view of teachers in the training, conclude the similarity of knowledge and skills in diverse situations, concern knowledge generativity of teachers. The situation of preparing lessons together has the characteristics of reality and virtuality, presumption and generativity, individuality and sociality, instantaneity and continuity. The tools of preparing lesson together consist of the template of teaching content, the template of teaching stage, the integrated template of selecting of teaching content and the organization of teaching stage. The template of preparing lesson together mainly consists of experts' inspiration, judge the requirement based on the teaching practice, “following” guide and so on. The third isteaching reflection by preparing lessons together. Reduction and inquiry is the important method of reflection. Teachers understand “what to teach” and “why teach like this” by continuous inquiry, make them “know how” and “know why”, which is coherence with the meaning of pedagogical content knowledge.This study describe and analyze the situation and problem, development process and stage, pedagogical content knowledge transformation and change in preparing lesson together.At the beginning, teachers' pedagogical content knowledge is pregnant and dissimilation, and lacking of the awareness and method of constructing pedagogical content knowledge. The reason is the characteristic of pedagogical content knowledge development lead to knowledge pregnant, and there are contradictions in real teaching situation, the traditional way of thinking about the authority make teachers' unconfident, and the component development varies.During the preparing lesson together, the guide of teachers' pedagogical content knowledge consists of inspiring content knowledge, knowledge of students, and pedagogical knowledge. The obstacles of construction of pedagogical content knowledge are: the alienation of teaching beliefs, weak in pedagogical knowledge, the“separation” of the knowledge component, wrong reasoning, obscure of knowledge,the embarrassment of knowledge integration. The problem of teachers' pedagogical content knowledge in construction is set the teaching objective at random, the conceptualization of text interpretation, separation between “what to teach” and “what should to teach”, the deviation of content of subject knowledge, ambiguity of subject concept.At the end of preparing lesson together, pedagogical content knowledge transform between teachers' experience and external connection. Teachers' behaviors stand for the quality of teachers' pedagogical content knowledge. The mechanisms of pedagogical content knowledge transform mainly consist of: from the perspective of teachers' self-reflection; internal component connection of knowledge--- integration.The study shows that we should pay attention to the tastiness of pedagogical content knowledge, enhance the possibility of pedagogical content knowledge by guiding, and teachers' reflection could promote pedagogical content knowledge development. For preparing lesson together, experiences are important resources,self-construction is the motivation, preparing lesson is the situation, and it should explore the real problem based on topic, and highlight the core target.