| Summary: | 碩士 === 國立成功大學 === 教育學類 === 86 === The purose of this study was to explore the beginning
teachers'' pedagogical content knowledgeand the process of
constructing the knowledge. Naturalistic inquiry was to
adopted as themethodology for this study. Four beginning
teachers were invited to participate in this study. In-depth
interview and classroom observation were used as data
collection. Data of narrative records related to their
pedagogical content knowledge and the growth of pedagogical
contentknowledge for beginning teachers was
subsequentlyanalyzed. The findings of this study illustrated
thatbeginning teachers'' tend to develop pedagogical content
knowledge in actual classroom setting.Without sufficient
knowledge and teaching experience, they construct and modify
their pedagogical content knowledge by interaction withstudents.
The pedagogical content knowledge theydevelopedwas integrated
of knowledge of student,knowledge of pedagogy, knowledge of
teaching contextand knowledge of teachers'' role. In addition,
theirknowledge addressed mainly on problem solving. Thefindings
also indicated that beginning teachers''Pedagogical content
knowledge was influenced bytheir prior knowledge, the teaching
experience,the problem they met in classroom and the
experiencedteachers'' suggestions. However, the application of
their educational professional knowledge wasthought to be
difficult for beginning teachers.Besides, the findings of this
study revealed that practice teaching is critical time for
beginningteachers to transmit their roles as a teacher andmake a
sound career plan. In order to enhance beginning teachers''
abilityto construct their pedagogical content knowledge and
represent the subject matter, more practiceand problem solving
skills are needed in preservice teachers programs. Moreover, a
well-developed guidance system is needed to help them
constructpedagogical content knowledge, transmit their rolesas a
teacher and solve the problems they faced with
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