Research On PCK Development Of Pre - Service Chemistry Teachers

The new curriculum reform in China has been more than a decade, and it gains fruitful harvest.The actual teaching of teachers did not really implement three-dimensional teaching objectives.The ways to teach and learn did not have substantive changes.Teachers should know what to teach and how to teach.They can not solve these problems only by their subject knowledge and general pedagogical knowledge.They should combine the two to make differences.Their knowledge should be presented to the students in a manner which is easy for students to understand and acceptable. That is, teachers should master the pedagogical knowledge called PCK for short. Through literature review,I found that there were more PCK research for in-service teachers. However, the pre-prepared teachers are an important supplement to teachers. What is the status of pre-prepared chemistry teachers’PCK? We should know whether the training program of normal university works for pre-prepared chemistry teachers’ PCK development? What facts affect the development of pre-prepared chemistry teachers’ PCK? These issues are of great significance.With the help of first-line chemistry teachers and academic experts, the evaluation scale of pre-prepared teachers’PCK has been completed.Two juniors of one normal university has been chosen in this research to know the status of pre-prepared chemistry teachers’PCK. Their PCK is evaluated with the content "the ionization of weak electrolyte ". After that, professional course is designed to instruct the two students.Then find out the development and the factors of pre-prepared chemistry teachers’PCK and put forward relevant recommendations.This paper consists of five parts:Part One:Research Background, including the statement of problems, questions, hypothesis, purpose and significance of the study.Part Two:Literature review, including research status of PCK at home and abroad, the concept and composition of PCK, the significance of PCK for the development of pre-professional chemistry teachers, which build up the theoretical foundation of this study. Definition of important concepts:PCK, pre-prepared chemistry teachers, CPCK.Part Three:Research Design, including contents, methods, objects, tools and ideas of this study.Part Four:Analysis of the Survey Results, is the main part of this paper. We analyzed the pretest and posttest from three main elements of PCK:pedagogical content knowledge, student knowledge, teaching strategy knowledge.Part Five:Conclusion and Suggestion, we summarized the development and the factors of pre-prepared chemistry teachers’PCK and put forward relevant recommendations to enhance pre-prepared chemistry teachers’ PCK.