Research On The Relationship Between Professional Knowledge,self-concept And Interest Of Pre-service Chemistry Teachers

In order to improve the effectiveness of teaching,teachers need solid professional knowledge and positive motivation orientation.Existing studies have shown that not only teachers' professional knowledge plays an important role in students' learning,but also teachers' motivational orientation plays an important role in motivating students' learning motivation.Therefore,jointly developing teachers' professional knowledge and motivational orientation is a key challenge facing teacher education.Previous research mainly focused on the development of two types of professional knowledge,namely,content knowledge and pedagogical content knowledge in teacher education,but the role of the two motivational orientations of self-concept and interest was mostly ignored.This research has sorted out and analyzed the literature of professional knowledge,self-concept and interest,and found that there are correlations among the three.Based on the results of sorting out these correlations and combining relevant theoretical foundations,hypotheses are proposed and the structural equation model is constructed.To explore how the relationship between these three influences.The research object is the undergraduate of Chemistry(normal)major in grade 3 of Shanxi Normal University,after compiling six questionnaires for pre-service chemistry teachers' content knowledge,pedagogical content knowledge,content knowledge self-concept,pedagogical content knowledge self-concept,content knowledge interest,and pedagogical content knowledge interest,six questionnaires will be issued and collected.The software SPSS25.0 is used to preprocess the recovered raw data,and then the software AMOS26.0 is used to analyze the path relationship and verify the hypothesis of the structure equation model of the pre-service chemistry teacher's professional knowledge,self-concept,and interest relationship.The conclusions of this study are as follows: The direct influence of pre-service chemistry teachers' professional knowledge,self-concept,and interest relationships:(a)Pre-service chemistry teachers' content knowledge has a positive influence on content knowledge self-concept,pedagogical content knowledge has a positive influence on pedagogical content knowledge self-concept,content knowledge has no significant positive influence on content knowledge interest,pedagogical content knowledge has a positive influence on pedagogical content knowledge interest,content knowledge self-concept has a positive influence on content knowledge interest,pedagogical content knowledge self-concept has a positive influence on pedagogical content knowledge interest.(b)The content knowledge of pre-service chemistry teachers has no negative influence on pedagogical content knowledge self-concept,content knowledge has no negative influence on pedagogical content knowledge interest,content knowledge self-concept has no significant negative influence on pedagogical content knowledge interest,pedagogical content knowledge self-concept has no significant negative influence on content knowledge interest,pedagogical content knowledge has no negative influence on content knowledge self-concept but has a positive influence,pedagogical content knowledge has no negative influence on content knowledge interest but has a positive influence.(2)The indirect effects of pre-service chemistry teachers ' professional knowledge,self-concept,and interest relationships: This study verified the mediating role of professional knowledge self-concept.Specifically,pre-service chemistry teachers' content knowledge has a positive effect on content knowledge interest through the complete mediating effect of content knowledge self-concept,and pedagogical content knowledge has a positive effect on pedagogical content knowledge interest through the partial mediating effect of pedagogical content knowledge self-concept.