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The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China

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Description:This dissertation, "The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China" by 朱曉燕, Xiaoyan, Judy, Zhu, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitledThe Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China submitted by ZHU, Xiaoyan Judy ( 朱晓燕 ) for the Degree of Doctor of Philosophy at the University of Hong Kong in July 2003 This study investigates pedagogical content knowledge (PCK) development in four novice EFL teachers during their second or third years of teaching in Guangzhou, PRC. Although research on PCK began in the late 1980s, most studies have centred on either expert or student teachers/first-year teachers, and have captured snapshots of PCK at a certain point in their subjects' teaching careers. Few have researched PCK growth longitudinally. The present study explores how teachers' PCK evolves during their early years of teaching, and identifies a trigger for PCK development. The research is content-specific (teaching of EFL), context- specific (Guangzhou), and subject-specific (novices beyond their first year of teaching). It uses an analytical framework adapted from Shulman (1986, 1987); Grossman (1990, 1995) and Turner-Bisset (1999, 2001), which focuses on six components of PCK: conceptions of teaching purposes, knowledge of curriculum, subject matter knowledge, knowledge of students, knowledge of pedagogy, and knowledge of self. This qualitative research employs multiple case studies for in-depth study. The four informants were deliberately selected. They had completed their pre-service and induction teacher education programmes and were members of the first generation of Chinese secondary teachers of English required to implement the newly-promoted communicative language teaching (CLT) under the new English curriculum launched in 1992. The data collected from the four teachers between July 1999 and June 2002 included 14 lesson plans, 17 videotaped lessons, 22 written reflections and 27 semi-structured interviews. The results indicate that the four novices experienced a gradual transition from a firmly teacher- oriented to a slightly more learner-oriented perspective. This transition was marked in the teachers concerned by a steady shift from a technique-based to a student-based understanding of teaching; from unquestioning implementation to initial reflection, and from a rigid to a slightly more flexible pedagogy. Their change was characterized by an ongoing, uneven and unstable progression in their learning-to-teach experiences. The significance of the study is that different forms of PCK emerge over time. At the outset, the six elements are in a rather rudimentary and separate state of development. Context-free knowledge of pedagogy, superficial knowledge of students and limited curricular knowledge are most in evidence, but relate to each other at a fairly superficial level. This relationship deepens over time. Analysis of the data suggests that knowledge of students plays an important role in triggering PCK development and integration. This study argues that the teachers' PCK develops out of the contextualised conceptualizations of their understanding of students and teaching, professional learning and reflective practice, and that there is a dialectical relationship between their developing PCK and the context within which they work. In the PRC context,We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China. To get started finding The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China, you are right to find our website which has a comprehensive collection of manuals listed.
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Description: This dissertation, "The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China" by 朱曉燕, Xiaoyan, Judy, Zhu, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitledThe Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China submitted by ZHU, Xiaoyan Judy ( 朱晓燕 ) for the Degree of Doctor of Philosophy at the University of Hong Kong in July 2003 This study investigates pedagogical content knowledge (PCK) development in four novice EFL teachers during their second or third years of teaching in Guangzhou, PRC. Although research on PCK began in the late 1980s, most studies have centred on either expert or student teachers/first-year teachers, and have captured snapshots of PCK at a certain point in their subjects' teaching careers. Few have researched PCK growth longitudinally. The present study explores how teachers' PCK evolves during their early years of teaching, and identifies a trigger for PCK development. The research is content-specific (teaching of EFL), context- specific (Guangzhou), and subject-specific (novices beyond their first year of teaching). It uses an analytical framework adapted from Shulman (1986, 1987); Grossman (1990, 1995) and Turner-Bisset (1999, 2001), which focuses on six components of PCK: conceptions of teaching purposes, knowledge of curriculum, subject matter knowledge, knowledge of students, knowledge of pedagogy, and knowledge of self. This qualitative research employs multiple case studies for in-depth study. The four informants were deliberately selected. They had completed their pre-service and induction teacher education programmes and were members of the first generation of Chinese secondary teachers of English required to implement the newly-promoted communicative language teaching (CLT) under the new English curriculum launched in 1992. The data collected from the four teachers between July 1999 and June 2002 included 14 lesson plans, 17 videotaped lessons, 22 written reflections and 27 semi-structured interviews. The results indicate that the four novices experienced a gradual transition from a firmly teacher- oriented to a slightly more learner-oriented perspective. This transition was marked in the teachers concerned by a steady shift from a technique-based to a student-based understanding of teaching; from unquestioning implementation to initial reflection, and from a rigid to a slightly more flexible pedagogy. Their change was characterized by an ongoing, uneven and unstable progression in their learning-to-teach experiences. The significance of the study is that different forms of PCK emerge over time. At the outset, the six elements are in a rather rudimentary and separate state of development. Context-free knowledge of pedagogy, superficial knowledge of students and limited curricular knowledge are most in evidence, but relate to each other at a fairly superficial level. This relationship deepens over time. Analysis of the data suggests that knowledge of students plays an important role in triggering PCK development and integration. This study argues that the teachers' PCK develops out of the contextualised conceptualizations of their understanding of students and teaching, professional learning and reflective practice, and that there is a dialectical relationship between their developing PCK and the context within which they work. In the PRC context,We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China. To get started finding The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China, you are right to find our website which has a comprehensive collection of manuals listed.
Our library is the biggest of these that have literally hundreds of thousands of different products represented.

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The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China

The Development of Pedagogical Content Knowledge in Novice Secondary School Teachers of English in the People's Republic of China

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