A Case Study On The Development Of Mathematics Teaching Knowledge For Postgraduates

In the 1880 s,American scholar Shulman proposed the concept of Pedagogical Content Knowledge for the problems in American teacher education.With the continuous development of global teacher specialization,subject teaching knowledge has increasingly become an important field in the research of teacher professional development.Subject teaching knowledge is the effective integration of subject knowledge and teaching knowledge in practice.It is the sum of knowledge used by teachers to transform subject knowledge into knowledge that is easy for students to understand.It is an important part of teacher knowledge.Educational internship is an important practical course for the master of education.It is an important opportunity to develop the subject teaching knowledge before going to work.Therefore,research on the subject teaching knowledge of the master of education through educational internship can help to understand the subject teaching knowledge of the master of education during the internship period.Because the subject teaching knowledge is situational,this paper adopts the content of CoRe(Content Representation)and the teaching experience to represent PaP-eRs(Pedagogical and Professional-experience Repertoires)for the three masters of education before,during and after the internship.The characterization and analysis of subject teaching knowledge,combined with interviews,video observation and other methods to study the development of subject teaching knowledge during the master’s degree of education,analyze the influencing factors,and propose corresponding suggestions for improving development.Through the comparison of the early post-internship period,we have found that the knowledge of subject teaching has developed during the master’s degree of education,but the knowledge development of different dimensions is not balanced.The subject shows the trend of development around specific topics and the differences between individuals are large.The influencing factors include instructors,classroom observations,practical experience accumulation and actual student situation.In view of the above status quo,suggestions for refining different professional background training programs,focusing on tutor selection,and education masters focusing on self-reflection are proposed to help improve the education master’s education practice.