The Professional Development Of Preschool Teachers From The Perspective Of Pedagogical Content Knowledge(PCK)

Professional Development of Preschool Teachers is of vital importance topic in Preschool Field,because it is the key to improve the quality of Preschool Education.The theory of Pedagogical Content Knowledge(PCK)provides a new perspective for preschool teachers' professional development,which is quite beneficial to improve the structure of teachers' professional knowledge,promote teachers' professional ability,awaken teachers' consciousness of autonomy in professional development,and also help teachers to achieve independent and comfortable professional development.This study is based on the collection of information about the changes in Teachers' professional development,which originates from Teacher training Project based on Pedagogical Content Knowledge(PCK)in Social Field.Through analyzing influencing factors Teachers' Professional Development from the perspective of Pedagogical Content Knowledge Theory and Learning Organization Theory we may know about all the changes.Then this paper explores the mechanism of preschool teachers' professional development,there would be conclusions about which kind of factors does real benefits based on following-up research on preschool teachers' professional development or preschool teachers' professional development training by providing empirical data and a salutary lesson.The current study adopts the combination of qualitative and quantitative researches methods.The video-based PCK questionnaire and Classroom assessment Scoring System(CLASS)are used to estimate 65 preschool teachers' PCK level and teacher-child interaction level,who are from six kindergartens of Shanghai,Zhejiang and Beijing.The main internal factors and key external factors affecting teachers' professional development are summarized by analyzing the trend of professional development and the difference of teachers' professional development in Shanghai,Zhejiang and Beijing pre-test and post-test,based on qualitative analysis of formal and informal interview material from 65 target teachers,6 garden directors,and 6 project leaders.This study shows that:Firstly,the PCK level of preschool teachers has beenimproved significantly.Teachers learned knowledge about Teaching Strategies fastest,knowledge of subject content faster,knowledge about children in normal.There are also significant differences in the development of PCK among preschool teachers in Shanghai,Zhejiang and Beijing,and teachers of Zhejiang learned pedagogical content knowledge faster than Shanghai and Beijing.But teachers in Shanghai had higher teacher-child interaction level than Zhejiang and Beijing.Secondly,organization is the key factor affecting teachers' professional development.Learning organization theory can help construct shared visions,which does benefits to rally the strength of the teachers' team and to improve the quality of team learning.With instruction of Learning Organization,preschool teachers spare no efforts to improve their mental model in order to reverse the wrong concept of education and teaching,and to improve the inefficient teaching methods,to stimulate the autonomy of teachers' professional development.