Self-narrative Study On The Reality Transformation Of English Pedagogical Content Knowledge

Pedagogical Content Knowledge(PCK)is the core of teacher professional knowledge development,which is also the most useful part of teaching.It is not only the appeal of current teaching reform,but also the only way to teachers' professional development for prospective teachers to develop and transform their Pedagogical Content Knowledge.Based on self-narration of educational internship,this study explores the author's process of the acquisition and reality transformation of PCK,rethinking the practical dilemma of the author's reality transformation of English Pedagogical Content Knowledge(EPCK),and then exploring the mechanism to promote prospective teachers'transformation of PCK based on the teacher professional development.In hope of that this paper can provide ideas and methods for reference for Education Master's study and professional development,the thesis consists of six parts,including the following:The first part is an introduction,mainly introducing the origin of the research,the definition of core concepts,the literature review of the research and the research design of this thesis.The second part mainly describes the author's process of acquiring EPCK.The author mainly acquires EPCK from course study,teaching practice,reading books,exchanging reflection and taking exams.The third part depicts the educational internship site where the author carry on the reality transformation of EPCK during the postgraduate stage.This part takes the teaching log and the lesson record as the research material.Through the description of the three kinds of "key events",this chapter describes the various stages of the author's conversion of EPCK to teaching behavior.The fourth part is the reflection of the author's process of transforming EPCK,and discussion of the key factors which affected the author's knowledge transformation from two aspects:the dilemma and the assistance of transformation.The discussion of transformation dilemma is based on the three aspects:knowledge reservation,internship assessment and practice duration.The analysis of transformation assistance is carried out from the author's own,the instructor and the students.The fifth part discusses the mechanism of promoting the reality transformation of EPCK.Based on the previous narrative analysis and the professional development of prospective teachers,this chapter proposes three aspects of optimization strategies from the perspective of individual learning and practice:multi-learning,diligent reflection and strong practice.The sixth part is the conclusion,which is a summary and reflection on this research.