The Study of The Construction Process of Beginning Teachers'' Pedagogical Content Knowledge

• Main Authors: Wu, chwen-Pin, 吳純萍
• Other Authors: Hui-Chin Yang
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/04116526443623045647

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