A Research On The Development Of The Beginning Teachers’ Pedagogical Content Knowledge

In the wake of educational investment research developed, the vital position of teachers’knowledge was convinced precisely by social. The point of view presented by Shulman that pedagogical content knowledge as an imperative component part of the teachers’ knowledge was concerned by academic. To those novice teachers, the development of pedagogical content knowledge makes contribution on their job. Based on the methods of Literature review, interviews, questionnaires, and classroom observation, this research describes exhaustively current status of pedagogical content knowledge among novice teachers. Summarize the lake of development and analyzed reasons. Then put forward suggestions to promote the development of PCK. This article is divided into five chapters.In the introduction, this research introduces research reasons, background, and research status of teacher knowledge, pedagogical content knowledge, and beginning teachers’PCK. On the basis of the analysis obtained research significance and methods.In chapter 2, this research defined connotation of PCK and analyzed its development mechanism. To elaborate characteristic, significance and value of pedagogical content knowledge development established theoretical foundation for this research.In third chapter, researcher summarized past research experience. To survey Chinese Language notice teachers of Henan Province primary schools by using interviewing and questionnaire method. Generalized two main issues of PCK development, one is the weakness of that fundamental knowledge which consists of PCK among novice teacher. Another is the lake of capacity of those novice teachers to transform existing knowledge to PCK.In the chapter 4, it analyzed reasons of two issues from pedagogical content knowledge progress according to the results of the research and the interview. First one is the lack of targeted course content and opportunity to learn in the situation gave rise to foundation knowledge weakness. Because of those novice teachers’ insufficient reflective ability, undergrads of cooperative teaching research and short of guidance of experts makes them hard on integration of PCK.In the chapter 5, based on factor analyzation, researcher provides 6 fundamental knowledge and PCK’s conversion advices to beginning teachers.