A Study On Full-time Master Of Education’s Level Of Geography PCK And Development Strategy

The reform of primary education is in a stage of in-depth practice. However, China’smedium and long-term education reform and development outline put forward newrequirements for primary education reform, which poses new challenges for teacher education.Since Shulman, the president of the American Education Research Association and theProfessor of Stanford University, put forward the concept of PCK(Pedagogical ContentKnowledge) in1986, many experts and scholars at home and abroad researched on thisconcept. Combined with specific subject, this concept gradually became a new researchperspective. Compared with the relative researches abroad on PCK, the domestic researchesare lack of empirical study. This paper focuses on the full-time Master of education’sgeographical level of development in PCK and how to improve their PCK.By table test, interview and data analysis, it detects the full-time Masters’ level ofGeography PCK and proposes appropriate development strategies.Designing the scale is the core of this paper. Based on the literature review, it identifiesthe four elements of geography PCK and designs each part of the geography test volumecontents of examination. Then it gives a test to the subjects from three normal universities andanalyzes the subjects’ level of geographic PCK as well as otherness. Through the research, itmakes a summary on the sources of Geography PCK. The third part is to explore the mainproblems in the full-time Master of Education in Geography Subject-based Pedagogy. It findsthat the full-time masters have low level of PCK. Meanwhile, they have big differences andpartialized source. The fourth part is the conclusion of the study, which provides severalstrategies in developing their Geography PCK. Firstly, it is necessary to rebuild the teachers’training mode, adjust the structure of teacher education programs; Secondly, reduce the gapbetween teacher education, to increase educational practice experience; Thirdly, expandgeographic learning channels, enhance the source of the pedagogical content knowledge. Ithopes to have a comprehensive and systematic understanding of full-time Master ofEducation’s level of Geography PCK, which can make a contribution to the development ofthe full-time Master of Education..