A Case Study On Early Childhood Teachers’ Pedagogical Content Knowledge In Science

At present, Pedagogical Content Knowledge (PCK) is an important factor ofaffecting the professional development of childhood teachers. In order to studychildhood teachers’ PCK further, this study considers Pedagogical ContentKnowledge in Science (PCKS) as an object, and adopts a qualitative case study, andtries to discuss.The main purposes of this study are to explore the PCKS of a childhood teacheron science teaching, what the status quo it is, and why it is shaped. According to thepurposes, citing an example of a childhood teacher in a science Characteristickindergarten, the data are collected mainly by natural observation, in-depth interview,and document. This study takes half a year to complete.This paper includes the following six components:The first part is the introduction. The main origin of the study is presented, theobjective and content of the study and research issues of significance.The second part is literature review. PCK of teachers, as well as PCKS ofteachers in early childhood education research has been carried out and summarizedin carding.The third part is study design. Study design, including qualitative researchmethods, research framework, methods of data collection, research validity, the roleof the researcher and research ethics.The fourth part is to analyze the situation of teacher Y’s PCKS. Rendered andanalysis content knowledge of science, knowledge of children and science educationpedagogical knowledge of teacher Y.The fifth part is to analyze the influencing factors of teacher Y’s PCKS. Analyzemainly from internal and external factors.The sixth part is the study conclusions, recommendations and reflection.Summarized and generalize status quo of the case teacher’s PCKS. Makerecommendations for promoting teachers’ PCKS.The results show that，the case teacher has a wealth knowledge of PCKS，butduring the development, their knowledge did not go for balance, of the variousknowledge components. Teacher Y reasonablely grasp content knowledge ofscience，but not integrate. Knowing some knowledge of children, but most of thoseare experience level. Having extensive science education pedagogical knowledge. The study found that both inside and outside factors affected the development ofher PCKS．For internal factors，they mainly included personal growth experience,learning experience，work experience，teaching beliefs and Self-reflection. Externalfactors mainly included professional competitions, emergencies in educationalactivities and science curriculum deliberation in kindergarten.