Liu Liyan, Jiang Anne Li, Yang Shiyu, Li Shuo
School of Foreign Languages, Northeast Normal University, Changchun, China.
Faculty of Education, Northeast Normal University, Changchun, China.
Front Psychol. 2022 Jun 9;13:883056. doi: 10.3389/fpsyg.2022.883056. eCollection 2022.
Efforts to improve preservice teacher education have recently focused on developing teachers' adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher's professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program. Specifically, it explored the relationship among the three knowledge domains, and the effects of learning opportunities on their development. Findings revealed that preservice EFL teachers at a later stage outperformed those at an earlier stage with regard to PK and PCK. Our findings also suggested that there were positive correlations among PK, CK, and PCK at different stages of the teacher education program. Furthermore, the findings showed that courses on CK, PK, and PCK, and teaching experience significantly influenced preservice EFL teachers' professional knowledge. However, the role of classroom observation was not significant. Implications for EFL teacher education and future research were also discussed.
提高职前教师教育水平的努力最近集中在培养教师足够的教学知识（PK）、学科知识（CK）和学科教学知识（PCK）上，这些是教师专业知识的关键要素，也是教学准备情况的重要指标。然而，令人惊讶的是，针对中国职前英语作为外语（EFL）教师这三个知识领域的发展研究却很少。为了填补这一空白，本研究考察了一组中国职前EFL教师在教师教育项目不同阶段这三个知识领域的发展情况。具体而言，研究探讨了这三个知识领域之间的关系，以及学习机会对其发展的影响。研究结果显示，职前EFL教师在后期阶段在PK和PCK方面的表现优于早期阶段。我们的研究结果还表明，在教师教育项目的不同阶段，PK、CK和PCK之间存在正相关。此外，研究结果表明，CK、PK和PCK课程以及教学经验对职前EFL教师的专业知识有显著影响。然而，课堂观察的作用并不显著。文中还讨论了对EFL教师教育的启示以及未来的研究方向。
