Research On PLC Intervention Based Full-Time Master Of Education (Subject Teaching·Chemistry) Graduates’PCK Development

In the new era of China’s education proposes to vigorously develop students’ core competences,which requires a large number of high-quality teachers who can meet the future high-quality education.However,there are many problems in the current master’s degree training in full-time professional degree education.Many normal universities and colleges carry out the reform of the master’s degree in education,and strive to promote the development of PCK.This research is based on the reform of the full-time professional degree education of the Normal University under the Ministry of Education,Northeast Normal University.On the platform of building education and practice,the university has established Professional Learning Community(PLC)which consists of university chemistry educators,in-service excellent chemistry teachers,and full-time professional degree masters in chemical education.The Professional Learning Community(PLC)provides intervention guidance for the professional development of the full-time professional degree in Chemistry Education(hereafter referred to as the Master of Chemistry Education).This study is a case study in qualitative research.Based on the Park’s PCK pentagonal model,the PCK theoretical framework of the MSc in Chemistry Education is defined and a PLC intervention model is constructed.Four masters of chemistry education were selected for two consecutive grades,and all evidence data of the intervention process were collected,including subject understanding report,instructional design report,instructional design,teaching video,teaching PPT,PLC evaluation class and other intervention videos,teaching reflection and interviews and other materials.Through data analysis,we described the development of PCK under the intervention of PLC,constructed and modified the PLC intervention model;then used the PLC intervention model as the intervention paradigm,and implemented continuous PLC intervention on the Q,Y and Z cases,which were described in different periods.Under the different PLC intervention methods,we described the three development paths of chemical education masters,and explore the influencing factors behind them.This study provides an in-depth description of the development of three graduates in chemistry education under the PLC intervention model,through norm period,knowledge period to competence period.The intervention target is advanced,and the PCK of the graduates in chemical education is also showing advanced development.(1)Due to the differences in professional background,even with the intervention guidance under the same intervention team,the PCK development of the non-normal university background is relatively slow,but the background has much less impact in the literacy period。(2)Due to the development of teachers’ self-efficacy in the masters of chemistry education,the development of PCK in the competence period is significantly stronger than knowledge period and norm period.(3)The development of PCK for the masters in Chemistry Education after different interventions is different.The masters in Chemistry Education pay attention to the knowledge and science teaching strategies.Strengthened by their abilities,it has little effect on the development of PCK for the three masters.The acceptance ability and teaching strategies of in-service excellent teachers have a certain effect on the promotion of scientific knowledge and scientific teaching strategies for the masters of chemical education.The university professors especially emphasized the nature of chemistry;the structure of knowledge and thinking,and students’ high-order thinking.The PCK of the masters of chemistry education has been greatly developed.(4)Under the continuous intervention of PLC,the PCK development path of masters in chemistry education is from the lack of elements to the comprehensive elements,from loose links to tight links,and overall improvement.This research relies on the reform of the Master of Education in Northeast Normal University,describes the progressive PLC intervention for the development of the masters of chemistry education,builds a PLC intervention model that can be replicated,and provides a new paradigm of intervention for the masters of chemistry education.We described and explored the development path of masters of chemistry education,which provides a new perspective for scholars to further study PCK.