A Case Study Of PCK Differences Between Junior Middle School Physics Teachers And New Teachers

Currently, the reform of basic education has come into a phase of widely implementation in China. During this phase, our education practitioner—Teacher plays a very important role to ensure the success of the reform. This reform not only brings many opportunities to our teachers, but also more challenges and higher standard requirements. The development of profession is phase which all experienced teachers must go through from a beginner. Being granted a certificate of professional teacher can not prove the practitioner is an experienced teacher. In order to become an experienced teacher, the Novice teachers still needs go through a phase that his or her skills are constantly improved. During this phase, the improvement of a teacher’s Pedagogical Content Knowledge, which is deemed a crucial component for good quality education, is one of the most important criteria to judge whether he or she is able to fulfill the professional standard.According to the research reports published by oversea and domestic experts, it can be easily find out that China, the same as other countries, is currently doing a deep research on Pedagogical Content Knowledge. In order to progress the research on Pedagogical Content Knowledge in China and make a complement for the ad-hoc subjects, we are going to analyze the gap between Novice teachers and experienced teachers. This research method of this thesis is mainly based on the interview, lectures records, examinations and other methods. It is aimed to accelerate the development of physics education in middle school through finding out the difference between experienced teachers and Novice teachers.The thesis consists of four chapters: Chapter one is the Introduction. It clarified this thesis is carried out in the background of education reform in China and confirmed the thinking and method of the research. Chapter two is review of the literature. It systematically summarized the content of many domestic and oversea research reports. It also points out why it is necessary to carry out the research in accordance to the weak points. Chapter three is the preliminary work of the research. It described the rational and determined the four critical factors of PCK on the basis of current theory. The implementation plan of this thesis is also introduced in this chapter. Chapter four is the investigation report for difference between experienced teacher and novice teacher. The investigation is based on the four critical factors, interviews and lecture records. Chapter five includes the suggestions for the improvements in physics education and the conclusion. The suggestions for improving Pedagogical Content Knowledge in physics education are deduced on the basis of interviews with both experienced and novice teachers, their lecture records, the difference between these two types of teachers in the aspects of the four critical factors.