A Case Study On The Development Of PCK In Teachers Of Senior Middle School

Pedagogical content knowledge(PCK) is unique to teachers, as the base of their professional knowledge, which is fundamental characteristics of teachers different from subject specialist teachers. Its importance has been recognized by numerous scholars. Beginning teachers is the main force of teachers’ career development in the future, their pedagogical content knowledge influence the further development of beginning teachers’ professional knowledge in a certain extent. The elements of high school Chinese beginning teachers’ PCK is relative separation,in order to promote their PCK towards integration,This article focus on how do they learn and develop their PCK? What factors may influence the development of beginning teachers’ PCK?This research adopts case study method. The object of study is three Chinese beginning teachers in different entry ages of a high school in Henan province.The study mainly focus on the development of their PCK by qualitative study.It emphasis on the description of the acquisition and development of three high school Chinese beginning teachers’ PCK before and at the beginning of their tenure,and analyze the factors of the development and changes.This article mainly consists of five aspects.The first chapter is the introduction.This part retrospectively analyze the present situation of beginning teachers’ PCK at home and abroad,furthermore define the research of the core concepts and theoretical basis.The main part of this article is the second chapter to the fourth chapter.Through classroom observations and interviews with three high school Chinese beginning teachers,the article introduces their study condition during the college,trying to find that university courses effect on the acquisition of beginning teachers’ PCK in a basic role.Then, it describes three different entry ages of Chinese beginning teachers from Chinese subject content knowledge, Chinese curriculum and teaching material knowledge, Chinese pedagogical knowledge, Chinese teaching situation knowledge and knowledge about students in five aspects,to analyze how learned teachers’ PCK in high school,how to apply PCK to the classroom teaching, the differences between the beginning teachers in different stages,and which factors promote the development of beginning teachers’ PCK.The fifth chapter analyze the factors affecting the development of high school Chinese beginning teachers’ PCK in the specific cases through the interview with three teachers,as well as the way of beginning teachers’ PCK development.The sixth chapter is the conclusion and suggestion of this study,The study find that:(1)Three high school Chinese beginning teachers obtained more sufficient Chinese content knowledge,pedagogical knowledge and knowledge about students in higher education,these three aspects of knowledge mainly exists in the form of independence.(2)The entry of a year beginning teacher’ PCK develop in a relatively "separate state",the five aspects of knowledge of three years beginning teachers gradually integration,and initially formed PCK,the beginning teachers’ PCK in five years appear fusion statement,and gradually form a unified whole.In order to promote the elements of high school Chinese teachers’ PCK integration,this article re-examine the development of beginning teachers’ PCK. Finally, it proposes suggestions to promote the development of high school Chinese beginning teachers’ PCK, from the aspects of normal students training,self-reflection of beginning teachers,and the atmosphere of school. It will help beginning teachers better integrate the knowledge of teaching,adapt to the teaching profession, to achieve the transition from the novice teachers to outstanding teachers, and realize their own development and growth.