A Case Study Of Language Pedagogical Content Knowledge Of Preschool Teachers

Pedagogical content knowledge, called PCK for short. It is an important concept of teaching knowledge presented by the American scholar Shulman. It means that a teacher in the face of a specific discipline topic, how students with different interests, abilities and background, subject matter knowledge organization, adjusting and presenting to the knowledge of effective teaching.Teachers’ professional development has become one of the central theme of education reform. the professional development of teachers to be effectively improved, in fact, their own PCK needs to be enhanced. It has become an important factor affecting the professional growth of teachers. In order to study preschool teachers’ PCK further, this paper think the language PCK of preschool teachers component is designed for language content knowledge, language teaching strategies knowledge, knowledge about children of these three dimensions. Through adopting the method of case study, investigation and Research on two in-service teachers in preschool. It founds that language teaching of preschool teachers requires PCK, children’s learning also requires preschool teachers to have good PCK. Therefore, the focus of this study is to pay attention to language pedagogical content knowledge(PCK) of preschool teachers.This paper divided into four chapters:The first part is about “introduction”. Expounding the origin of the research and makes a relevant literature review on relevant theories to the research of PCK at home and abroad, and draw the corresponding summary.The second part is about “research design”. It describes the research ideas train of thought,puts forward the research questions, by selecting the appropriate object of study, research methods for this topic.The third part is about “the present situation and analysis of preschool teachers’ language pedagogical content knowledge”. It describes the writer using case study, researching language content knowledge, language teaching strategies knowledge and knowledge about children of language PCK of preschool teachers, study the status of the three dimensions.The fourth part is “considerations and suggestions”. Study influence factors of preschool teachers in language PCK through specific performance-depth interview and put forwardcorresponding countermeasures and suggestions. Though the analysis, teachers’ teaching knowledge, preschool teaching and researching activities, job training activities and the impact of self reflection of teaching have influenced on the preschool teachers’ language pedagogical content knowledge. Therefore, in view of these factors, the author puts forward the corresponding proposal:From the preschool level, they can help teachers by means of research activity and on-the-job training to advance their PCK, and from the preschool teachers individual level, though independent learning,self-reflection and other forms, effectively promote the development of their PCK.