Investigating The Pedagogical Knowledge Of TCSOL Teachers With Various L1Background

Pedagogical/Practical Knowledge is the knowledge teachers used in their daily classroom. This Knowledge ensures the teaching process goes smoothly. Pedagogical Knowledge has a close relationship with personal and practical teaching experience. However, up to now we are still lack of such research in the field of Teaching Chinese as a Second Language (TCSOL) and most researches only focus on Chinese native teachers. While the majority TCSOL teachers are Chinese non-native speakers, the research concentrated on this group is rare. The participants of this research are three Chinese teachers with different language background. After using a combination of methods (including class observation, questionnaire, semi-structural interview and stimulated recalls), all collected materials are transformed into transcripts. Based on former research, strict standards are created. All thoughts episodes are categorized into four big groups and19subgroups after five steps.By using quantitative methods, the first part shows the details of the similarity and difference in Pedagogical Knowledge among three teachers. The second part describes the origin and development of a NS teacher and a NNS teacher in Pedagogical Knowledge by using narrative analysis. The last part discusses the three characters of Pedagogical Knowledge as a structure by using the concept of Piaget’s Constructivism and proves the practicability and validity of TCSOL pedagogical research based on case study. The research finds that the NNST and NST from the same L2language teaching environment shows the highly similarity in using their Pedagogical Knowledge, while the exact categories of Knowledge they use are different. Second, both NNST and NST get most of their Pedagogical Knowledge from their former education in their early teaching period, but later they learn more Knowledge from their practical teaching experience.