A Case Study On The Middle School Novice English Teachers’ Pedagogical Content Knowledge

Many scholars have gradually integrated PCK with relevant research on teacher!s professional development since Professor Shulman put up with the PCK in 1986. PCK proposed by Shulman is the synthesis of various kinds of knowledge including teachers! knowledge of learners, knowledge of curriculum, knowledge of content, knowledge of pedagogy. PCK is related to practical situation and specific topics, and it help teachers choose what and how to present the topics to students. PCK offers a new perspective for researchers to further understand teaching and learning.Since the reform of China basic education, the research about primary and secondary school English teachers! teaching disciplines of knowledge has developed quickly, but there has few research about the new middle school English teachers! pedagogical content knowledge. Novice teachers are the main force of educational career development in the future, their PCK development is very important for middle school English teaching quality and the whole English teaching career. And what!s the characteristics of these novice teachers pedagogical content knowledge development? Which factors are influencing their PCK construction? This!s the basic topic of this paper.Based on this thinking, this study adopted the method of literature to analysis connotation, forming ways and ideal structures of PCK. And then adopted the method of class observation, case study on three novice English teachers to find their PCK development statement. Based on their development situation, trying to find out the effective ways to help them to construct their PCK. The paper is divided into three parts: introduction, body, conclusion and suggestion.The introduction part demonstrated the theoretical value and practical significance of PCK, Besides, according to review related literature to determine the start point and direction of this research of this research.The main body includes three parts: Firstly, we analyzed the connotation, forming ways and ideal structures of PCK. Secondly, based on these two novice English teachers class behaviors and deep questionnaire to analysis their PCK developing statement. Finally, we give a conclusion to the factors that affected their PCK construction.The part of conclusion and suggestion is based on comprehensive and systematic summary and prudent consideration of this study. We point out that the factors of influencing the pedagogical content knowledge construction of three selected teachers include internal cause and external cause. However, internal cause is primary. Based on this conclusion, we put forward to three suggestions to construct novice English teachers pedagogical content knowledge, which needs internal efforts and external support. In terms of novice teachers, making good plans for teachers! development, forming good habit of reflection, shifting teaching opinions. From the external point, optimizing English teacher education curriculum; strengthen cooperation and exchanges of teaching research between English teachers.