A Case Study On Science Pedagogical Content Knowledge Of Kindergarten Teachers

The term Pedagogical content knowledge (called PCK for short) is the integration of four kinds of knowledge:knowledge of subject matter knowledge, pedagogy, students and pedagogical context. As teacher professionalization waves propulsion and Professional Standards of Kindergarten Teachers (Trial)"promulgated, the knowledge base for early childhood teachers should arouse our full attention. Since pedagogical content knowledge is the concrete manifestation of the teachers’ professional knowledge, given more attention to PCK of early childhood teachers, we can enhance the disciplinary literacy of them, achieve effective teaching in a better way, and promote the professional growth of teachers themselves as well as harmonious development of young children.Starting from the connotation of pedagogical content knowledge, this study takes six kindergarten teachers in different professional development stages as a case in an area in Yueyang City. The main research methods used are the observation and interview, to analyze the specific performance concerning to PCK the model teachers from five dimensions:science content knowledge, science curriculum knowledge, science pedagogical knowledge, science pedagogical context knowledge and knowledge of young children. In order to grasp the in-depth understanding on scientific instruction of the kindergarten teachers, interview with them is used in a wide range.The study shows that:teachers could contact science content knowledge with existing experience of young children; some teachers show weak knowledge of scientific disciplines, but concern about science education in different grades, as well as other areas in the science curriculum knowledge; the experimental method, question-and-game law teaching strategies are often used; knowledge of scientific teaching situation is still far from enough; teachers’ awareness for children’s errors stays in the experience level. The potential factors that influence the development of teachers’ pedagogical content knowledge are as follows:the main teaching and research activities; self-reflection of preschool teachers; tradition of apprenticeship; network resources and professional books and other learning resources; in-service training activities for preschool teachers. Based on the analysis of the findings, several research suggestions are put forward for teachers:Firstly, kindergarten-based research should be developed so as to build a learning community; secondly, ask teachers to carry out self-reflection based on their own experience; thirdly, preschool teachers should develop a habit of autonomous learning and enrich the structure of scientific knowledge. Then, further improve the system of apprenticeship; At last, give full play to the in-service training of preschool teachers lead role.