The Investigation Of High School English Language Teacher's PCK For Teaching Reading

It has been thirty years since Shulman first put forward the concept of PCK,and the researches and theories on PCK have gone through complete development.Although different scholars propose different classifications of PCK,they hold it in common that PCK is of great significance in teachers' knowledge and teaching process.With the development of the EFLT(English as a Foreign Language Teaching)in China,the PCK of English language teacher need to be focused on.However,the researches on EL teachers are not completely explored.Since English reading as an important skill in EFLT,the teachers' PCK for teaching reading should be paid attention to.In this paper,based on the existing theories about PCK and the existing study of EFL reading in China,a theoretical framework of high school English language teachers' PCK for teaching reading is constructed.Then,a questionnaire based on the framework is designed,and over 200 high school English language teachers are investigated and six high school English language teachers are interviewed.The paper summarizes the result of the investigation and interview,and analyzes the situations of high school English language teacher' reading PCK,the factors influencing teacher's reading PCK,the differences in five aspects of reading PCK,and the situation of teacher's self-reflection..The conclusion are as follows:the level of high school English language teachers'reading PCK is general;the different aspects of reading PCK is not at the same level;reading PCK is influenced by different factors;the situation of teacher's self-reflection is quite below expectation and also influenced by different factors.At last,it is suggested that teachers should improve reading teaching by extend their reading PCK,and they can enrich their reading PCK through self-reflection.In addition,opportunities for teachers' PCK development should be provided by schools and local educational department.