The MPCK Survey And Comparative Study Of In-service Mathematics Teachers And Pre-service Teachers In Junior High Schools

Teachers' qualification certificate has become a national test with the development of curriculum reform,which means the requirement of teachers' professional quality is increasing.Teachers MPCK is the key feature that influences teaching and learning mathematics and is positively correlated with students 'achievement.Besides,it is the core index to evaluate the professional development of mathematics teachers.The position and function of pre-service teachers,as the mainstay of our future education,is apparent.Therefore,the comparative research,which could find out the shortage and related suggestions of pre-service teachers MPCK and raise the MPCK of pre-service teachers,is of great significance to the construction of teachers in our country on the MPCK situation of in-service teachers and pre-service teachers.This paper mainly explores the present situation of the MPCK of in-service and pre-service teachers in junior middle school,which can include two points:(1)MPCK basic situation of in-service and pre-service teachers in junior middle schools?In other words,how do these two kinds of teachers MPCK in the MK(mathematics knowledge)dimension,the CK(content knowledge)dimension and the PK(pedagogical knowledge)dimension?What are the main problems?(2)Is there any difference in MPCK between in-service and pre-service teachers in junior middle school?If there is,would the difference be significant?The research uses the questionnaire survey method,this paper compiles "MPCK Questionnaire of Junior Middle School Mathematics Teachers",The questionnaire includes three major content areas of junior middle school in Compulsory Education Mathematics Curriculum Standard(2011 edition),"Number and Algebra","Graph and Geometry","Statistics and probability".In this paper,Excel and SPSS are used to analyze and process the data to understand the current status and the differences of in-service teachers and pre-service teachers MPCK in junior middle school.The following conclusions are obtained from the result of questionnaire survey and data analysis:1.The overall situation of MPCK for in-service teachers in junior middle school is at the passing level,and the overall level of MPCK for pre-service teachers is lower than in-service teachers'.MPCK difference within in-service teachers is large,but is small among pre-service teachers.There are also significant differences between these two types of teachers MPCK.2.In the aspect of MPCK,Mathematics Knowledge dimension is the worst for the two types of teachers,then Pedagogical Knowledge dimension is intermediate and Content Knowledge dimension is better.There are also significant differences between these three dimensions.3.The two types of teachers MPCK in the field of "statistics and probability" is better than the field of "number and algebra",and the "number and algebra" is better than "graphics and geometry".In the three content fields,junior middle school in-service teachers MPCK is better than the pre-service teachers.Based on the above conclusions,the following recommendations are made:1.Strengthen in-service teachers consciousness of developing their own MPCK and enhance their own MPCK through various ways;2.Improve the educational management system and provide development opportunities for in-service teachers MPCK in junior middle schools;3.Change the training courses in normal universities to raise the MK development of pre-service teachers;4.Upgrade pre-service teachers MPCK through course analysis,education practice and so on.