Li Shuo, Liu Liyan, Jiang Anne Li
School of Foreign Languages, Northeast Normal University, Changchun, China.
Front Psychol. 2021 Feb 5;12:627728. doi: 10.3389/fpsyg.2021.627728. eCollection 2021.
Efforts to improve student-teacher education have recently focused on developing adequate Pedagogical Content Knowledge (PCK) as a critical element for effective preparation. Despite many initiatives implemented in teacher education programs, however, their effectiveness in developing student-teachers' PCK and factors affecting the PCK development are under-researched and evidenced. Drawing upon theories about and research on PCK, this study examined whether a recently updated 2-year teacher education program could develop student-teachers' PCK effectively and explored what factors influencing the PCK development of student-teachers with different developmental trajectories. Forty English-as-foreign-language (EFL) student-teachers on the program were involved as participants. This study employed a longitudinal research design. Data were collected at four different stages along with the program through the content representation matrix, interviews with all the participants, and focus group interviews with four particularly sampled participants. Findings revealed that the current teacher education program successfully enhanced student-teachers' PCK and the factors influencing different PCK developmental trajectories were varied and personalized. Implications for teacher education are also discussed.
近期，提升师生教育水平的努力聚焦于培养足够的学科教学知识（PCK），将其作为有效教学准备的关键要素。然而，尽管教师教育项目实施了诸多举措，但这些举措在培养职前教师的PCK方面的有效性以及影响PCK发展的因素却研究不足且缺乏证据支持。本研究基于有关PCK的理论和研究，考察了最近更新的两年制教师教育项目能否有效地培养职前教师的PCK，并探究了哪些因素影响了具有不同发展轨迹的职前教师的PCK发展。该项目中的40名英语作为外语（EFL）的职前教师参与了研究。本研究采用纵向研究设计。通过内容表征矩阵、对所有参与者的访谈以及对四名特别抽样参与者的焦点小组访谈，在项目的四个不同阶段收集了数据。研究结果显示，当前的教师教育项目成功提升了职前教师的PCK，且影响不同PCK发展轨迹的因素各不相同且具有个性化特点。同时，还讨论了对教师教育的启示。
