A Survey Of New Middle School English Teachers’ Pedagogical Content Knowledge

Since the1990s, the global research and education community have generally acceptedthe concept of pedagogical content knowledge. More and more people pay attention to theresearch of pedagogical content knowledge. Since the reform of China basic education, theresearch about primary and secondary school English teachers’ teaching disciplines ofknowledge has developed quickly, but there has few research about the new middle schoolEnglish teachers’ pedagogical content knowledge. This article uses the English pedagogicalcontent knowledge as the breakthrough point, and the Liaocheng middle school Englishteachers as the research object. This paper uses the questionnaires and interviews to researchthe current situation on the English pedagogical content knowledge of new middle schoolteachers. And in the end of this paper, I make suggestion for the development of new middleschool English teachers’ pedagogical content knowledge.In this study, the connotation of English teachers’ pedagogical content knowledge andstructures were elaborated. Questionnaires and interviews research methods are used to carryout a detailed comparison and analysis between new middle school English teachers andexpert teachers’ pedagogical content knowledge in Liaocheng city. The conclusions arefollowed:Although the pedagogical content knowledge of new middle school English teachers areenough for English teaching, they have disadvantages due to imperfect training mechanismand inadequate teaching experience. In a result, they are lack of English language knowledgeand communicative competence, and they can’t grasp the level of students’ cognitive andlearning characteristics accurately. At the same time, the limitations of teaching methods andinstructional design result in the application of English teaching strategies in the teachingprocess. To solve the above problems, this paper presents new middle school English teacherswith the following recommendations: Optimizing English teacher education curriculum;strengthen cooperation and exchanges of teaching research between English teachers; enhanceself professional development as well as implement "bottom-up" training pattern.