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A Comparative Study of PCK Comparison of Junior Middle School Novice and Expert Teachers

Author: JiaoLiJuan
Tutor: YangGuangWei
School: Zhejiang Normal University
Course: Curriculum and Pedagogy
Keywords: Novice Teacher Experience Teacher PCK Comparative Study ComparativeStudy
CLC: G633.6
Type: Master's thesis
Year: 2013
Downloads: 162
Quote: 0
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Abstract


Pedagogical Content Knowledge (PCK) is a unique knowledge of teachers to carry out teaching activities. PCK includes four aspects:overarching concepts of specific disciplines in the teaching objectives of a horizontal phase; knowledge of learner;curriculum knowledge; knowledge of teaching strategy.The new curriculum reform in China has been carried out for more than10years, novice teachers and expert teachers are familiar with and accept the concept of the new curriculum reform, fusion of ideas to their own teaching, the present teaching Characterization is a great difference. The differences in performance are mapping out two group of different teachers’PCK. The performance of this difference is also mapping out the different of two groups of teachers’PCK.This study selected seven expert teachers and novice teachers in different regions of Zhejiang province, using a text analysis, classroom observation and analysis, interviews and other research methods, detailed investigations the differences between expert teachers and novice teachers about mathematics teaching aim; the teaching goal orientation of a particular subject knowledge; the fragments of heterogeneous teaching; analysis of the cause of students’ error, teaching strategies of correct errors, and how to avoid the wrong, Which contains the PCK were analyzed and compared.From the view of mathematics teaching purpose can be seen novice teachers and expert teachers’ knowledge skills level view of the purpose is saturated, but mathematics thinking, problem solving, emotional attitude view is not development completely. Among them, the expert teacher on the three level view of the purpose of the gap is not big. Novice teacher has a big gap, and the mathematical thinking in terms of very slow growing. The difference of teaching objective view directly affects the teachers’positioning of particular subject teaching goal. From two groups of teachers’classroom teaching characterization and performance of all the details when they dialed with the mistakes of students, you can see that novice teachers’ experience about students, and ability to predict about the difficulties that may be encountered in the student learning, and analyzing the cause of the mistakes of students is lower than the expert teachers.The author investigated two group’s of teachers writing exercises for different teaching phase, found that the knowledge of content, cross-level, the kinds of questions types of the expert teacher assigned problem are slightly better than novice teachers. That is the transverse development condition of expert teachers’ curriculum knowledge transverse development condition are superior to novice teachers, but the development of the two groups of teachers’ longitudinal curriculum knowledge is scarce.Expert teachers’ teaching strategies of slightly more than the kinds of novice teachers, but in the teaching strategy using the timing, conversion and fusion, etc., between the expert teachers are superior to novice teachers obviously.According to the research findings of junior middle school mathematics teacher education put forward three Suggestions:1. Leisure time, see some education and education psychology class book, from the theoretical level to raise their mathematics teaching;2. Conduct with heterogeneous teaching exchange activities. Strengthen the communication and exchange between novice teachers and expert teachers, in learning from each other and self-reflection in promoting the development of PCK;3. Establish PCK repository.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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