A Comparative Study Of Novice And Expert Science Teachers’ PCK

Teacher’s PCK (pedagogical content knowledge) is a kind of unique knowledge in the teaching activities, it is the knowledge about teachers how to convey the content knowledge he or she mastered in a way that students easy to understand, which having the direct impact on teaching effectiveness. PCK is a practical knowledge of teachers in the teaching profession, which will be optimized in the process of teachers’ professional development. In the view of science teachers’PCK, it can be analyzed and studied from orientation of science teaching, knowledge of science learners, knowledge of science curriculum, knowledge of science teaching strategies, and knowledge of science evaluation.Based on analyzing the literature of PCK and teachers’ professional development, this study uses case study method, choose teachers of the integrated science curriculum in Zhejiang Province as the research object, tried to answer three questions through comparative analysis on the PCK of the two types of teachers by using the research methods of questionnaires, classroom observation and interview with teachers:(1) What are the nature and elements of science teachers’ PCK?(2) What are the characteristics and performance between PCK of novice science teachers and expert science teachers? What’s the difference?(3) What ways are the science teachers develop their PCK?Through comparative analysis, I found some significant differences between the novice teacher and the expert teacher on the aspects of understanding orientation of science teaching, being familiar with students, building knowledge of science curriculum, applying science teaching strategies, and employing science evaluation. Simultaneously, I investigated the approach of expert teacher’s developing her pedagogical content knowledge. According to research findings, there are some useful suggestions to science teachers to improve their PCK:(1) By reading the philosophy of science, history of science and other types of professional books to deepen the understanding of the nature and value of science disciplines;(2) Emphasis on knowledge of science learners;(3) Restructure and optimize knowledge of science curriculum;(4) Re-understanding of knowledge of science teaching strategies with the vision of "how students learn";(5) Enrich knowledge of science evaluation;(6) Make a overall teaching reflection timely, listen more quality class, and discuss with colleagues.