School-based Training To Enhance The Practice Of PCK Based

Pedagogical Content Knowledge is the main part of teachers’ knowledge, whichcomprehensively affect the quality of class teaching objectives, task achievement andeven affect the effect of students’ learning. Focusing on the training andimprovement of teachers’ PCK in the school-based training is not only the demand ofpropelling the effective teaching and improving teachers’ professional development,but also the response to the confusion existing in the practice of school-basedtraining.Taking action research as the main research method, this research went underthe framework and thinking design of knowledge reflection with practice andexploration. On the basis of collecting and combing the research papers aboutteachers’ professional development, teachers’ PCK and school-based training, Idefined the concept of PCK: With this kind of knowledge, teachers help students tolearn effectively by the intersection of content knowledge and effective teachingstrategies. This kind of knowledge requires teachers use a variety of methods forteaching on the basis of fully understanding what is taught, grasping studentscultural background, prior knowledge and experience. Teachers’ PCK includes threeaspects of knowledge: content knowledge, context knowledge and generalpedagogical knowledge.On the basis of theoretical understanding, I chose three Chinese teachers withdifferent stages of professional development from the Chinese Teachers Group of SPrimary School to research their class teaching cases. By analyzing the cases, I havegot the PCK characteristic of Chinese teachers of Primary School with different stagesof professional development. From “teaching” perspective, novice teachers focus onhow to teach knowledge of an entire class clearly, which means “church” students.Therefore, they usually just extract academic knowledge and general teachingmethod knowledge to build their own pedagogical content knowledge. Matureteachers construct their pedagogical content knowledge, gradually from a fusion ofthe academic knowledge turning to student knowledge-oriented which is a new fusion of students’ knowledge, academic knowledge and general pedagogicalknowledge. With gradually mature of teacher’s professional development, thedevelopment of teacher pedagogical content knowledge of the expert teacherspresents the state of from point to surface, spiraling up. It is a higher level ofpedagogical content knowledge that constructs through absorbing and referring to alower level of pedagogical content knowledge. This kind of construction is not only toincrease the amount, but also to leap the qualification.According to the investigation of the school-based training problems in the caseschool: not focusing on current demand of the professional development of teachers,lacking planning and designing and having no mature enforcement mechanism andmode,the thesis has shown, described and analyzed the practicing process ofschool-based training tactics based on PCK upgrading. The thesis also has broughtforward the school-based training practical strategies that improving thedevelopment and sharing of teachers’ PCK, from the aspect of improving the PCKupgrading school-based training system, integrating the PCK upgrading school-basedtraining resources and building the PCK upgrading school-based training culture.