Effectiveness Research Of Teacher Training In Kindergarten Based On Pedagogical Content Knowledge

The purpose of this study is to explore the effectiveness of preschool teacher training based on pedagogical content knowledge(PCK),and its influencing factors.125 preschool teachers from 13 kindergartens in Beijing,Shanghai and Zhejiang have been chosen as research objects to launch interactive participatory training of various integrated forms including summer school,digital video library,collaborative learning community,and classroom instruction practice.The study used Kirkpatrick's Four-level Training Evaluation Model,combined with the questionnaire of teachers' satisfaction,questionnaire of PCK,Classroom Assessment Scoring System and text meterials such as teachers' personal reflection,interviews,collection of teaching cases on the changes of the teachers in thinking,concept,knowledge and skills before the training and after it.Both quantitative and qualitative data analysis were used to obtain the result.The main conclusions of this study are as follows:1.125 teachers expressed high satisfaction on this “four in one” interactive training which based on teachers' pedagogical content knowledge.They generally believed that the training content can intuitively,clearly explain the core concept and its corresponding problem situation;the training forms are theoretical and practical and the interaction forms are varied and abundant;the kind and knowledgeable experts can put forward effective guidance and maintain a high frequency of interaction.2.125 teachers' scores of PCK's three dimensions were improved,among which the PCK's three dimensions of society field and the WHAT dimension and WHO dimension of mathematics field were significantly improved.From the status of PCK's improvement,no matter in the field of mathematics or society field,the HOW dimension is the most difficult one to promote,next is WHO dimension,and WHAT dimension is the easiest to promote.At the same time,the growth of teacher's knowledge of PCK is influenced by the teachers' teaching age and professional title,the areas and levels of kindergarten,as well as the internal atmosphere and the common vision of the learning community.3.125 teachers' scores of CLASS's three dimensions and ten points were improved,among which,except for the Negative Climate(NC)dimension and Behavior Management(BM)dimension,the rest dimensions of CLASS were significantly improved.From the status of CLASS three dimensions' improvement,the improvement of Class Organization(CO)and Instructional Support(IS)are better than Emotional Support(ES)'s improvement.From the status of CLASS ten points' improvement,the improvement of Quality of Feedback(QF),Concept Development(CD)and Language Model(LM)were superior to the other seven.At the same time,teachers' teaching age,professional title,educational background and college majors have no significant influence on the improvement of their CLASS level.4.The qualitative case analysis shows that the growth of individual teacher's gedagogical content knowledge(PCK)was influenced by some subjective and objective factors,such as teachers' attitude,concept,thought,knowledge,and group atmosphere,frequency and forms of interaction in the process of training.Based on research results,researchers put forward several researching suggestions from the common vision and good atmosphere in teachers' learning community,the management mechanism and evaluation system of learning community,the diversity of teachers' training forms,the positivity of instructors' guide,the multiple interactiveness of cross-regional and different kindergartens,and the requirements of the individual teacher in this training,etc.