Research On Subject Teaching Knowledge Of Newly Recruited English Teachers

A complete knowledge structure is a crucial constitution of quality professional teachers.In addition,as an organic part of the knowledge structure of teachers,since the pedagogic content knowledge(PCK)has both the nature of the subject knowledge and the practical nature of teaching knowledge,it acts as a leakage in the structure of teachers,is the core of the teacher's professional knowledge and also plays a vital role in perfecting professional quality and professional competence of teachers.English subject is an important component of the curriculum structure in primary and secondary schools.It has been paid much more attention because that English labeled as a “foreign language” both is used as a tool and has the nature of humanity subjects.Newly-employed teachers are new blood in this profession and they are also an important group in the process of professionalized development of teacher's so that they should be brought into focus as the advancement of small class teaching and the teacher expansion policy.Therefore,what's the present situation of PCK of newly-employed English teachers? How to improve and optimize the situation targeted manner? This is the intention and focus of this study.In this study,the author selected five newly-employed English teachers whose entry time is not more than three years in three junior high schools of D City's as objects to be researched,and also chose an excellent teacher S who has the experience in guiding the novices as the reference object,to conduct a research about newly-employed English teachers' PCK form four dimensions:knowledge of English subject,knowledge about students,knowledge of English teaching strategies and knowledge of English teaching situation.The methods employed by the author are the classroom observation,interview and the comparative analysis.Based on the analysis on the investigation result,the author found that there are some specific problems in their PCK: firstly,there are some deviations in the knowledge of English subject;secondly,the knowledge about students is generally insufficient,thirdly,teachers pay too much more attention to imparting knowledge under their own English teaching strategies;and fourthly,they are lack of creating thoughts in the knowledge of teaching situation.The analysis of such reasons can be analyzed from four aspects: pre-service training,in-service training,newly-employed teachers and the school management of school,which specifically shows in the insufficient accumulation of subject teaching knowledge in the pre-service training,the poor pertinence in the post-service training of newly-employed English teachers,the weak consciousness for the professional development of newly-employed teacher and poor school management.According to the analysis of such existing problems and causes of the newly-employed English teachers,there aresome strategies for the newly-employed English teachers to optimize the teaching knowledge,which include the two aspects: the “self-reflection + practice” self-development strategy,and the school-based promotion strategy.From the perspective of self-development of teachers,it is necessary to establish reasonable teaching concept,to clear career planning,to accumulate effective teaching experience and to create optimization conditions,thereby realizing the reflection in action and grasping the key for development.From the perspective of external promotion,schools promote the school-based training which focus on English subject,and build a practical platform.In addition,schools can also build a community of new-experienced teachers to strength dialogue and communication there between.