Novice English Teachers' Pedagogical Content Knowledge Development Research In Junior High School Based On Teacher Learning Community

With the introduction of students' core literacy and the continuous deepening of English curriculum reform,the majority of front-line English teachers are facing constant challenges.English teachers must constantly make corresponding adjustments in terms of educational concepts,teacher roles and teaching methods in order to enhance their teaching ability and seek better professional development.As an important part of teachers' professional knowledge,pedagogical content knowledge is also one of the criteria for testing English teachers' own qualifications.However,novice English teachers in junior high schools have just left the school,taken the position.They are lack of practical experience,and often have confusion in the development of pedagogical content knowledge.In addition to their own continuous accumulation of practical experience,they also need the help of the outside world,such as partners,leaders,etc.to better improve their teaching ability.The emergence of "learning community" can effectively coordinate the relationship between individuals and peers,and can effectively use the collective to meet people's needs for their own professional development,and provide a new perspective for professional development.Meanwhile,it can offer new ideas to study the development of novice teachers' pedagogical content knowledge.In this study,the author selected two junior high school novice English teachers,Q and S,as the research objects based on the survey of the 20 novice English teachers in 10 junior high schools in N city,and went deep into the teacher learning community of H Middle School to get the first-hand information.In addition,the case study method was used to truly present the development of the pedagogical content knowledge of the two novice teachers in the teacher learning community.According to the classroom teaching records,interviews and teaching logs of two novice teachers,the author analyzed from the five dimensions — English subject knowledge,English teaching representation and strategy knowledge,student knowledge,educational situation knowledge and teacher reflection ability to find out whether the teacher learning community can effectively promote the development of pedagogical content knowledge of novice teachers,and on this basis,reflected and summarized the construction strategy of the teacher learning community.Based on the research,the following conclusions are drawn: the teacher learning community can effectively promote the development of junior high school English novice teachers' pedagogical content knowledge,including the following parts: the effective use of English subject knowledge;the appropriate choice of English teaching representation and strategic knowledge;the constant growing of student knowledge;the gradual improvement of teaching situational knowledge;the continuous improvement of teachers' reflective ability.On this basis,it summarizes the construction strategy of teacher learning community that can promote the development of novice teachers' pedagogical content knowledge.The strategies are as follows: establishing a common vision and goal;forming a good organizational culture;building a diverse platform for collective learning activities;providing supportive conditions.However,due to the influence and limitations of some subjective and objective factors,this study still has some shortcomings.Hoping them can be continuously improved in future research and teaching practice.