Research On The Transformation Process And Influencing Factors Of Pre-service Chemistry Teachers’PCK To Classroom Practice

With the deepening of curriculum reform,quality education has developed to a new stage of cultivating students’ core literacy.In this context,it also puts forward higher requirements for teachers’ teaching literacy.Pedagogical Content Knowledge(PCK),is the embodiment of teachers’ professional knowledge and ability.It contains knowledge in many fields and is the key for teachers to transform their cognition of knowledge into teaching behavior.The transformation of teachers’ PCK in classroom practice is the key to whether teachers can achieve effective teaching and develop students’ core literacy of chemistry.Pre-service teachers as future teachers,the cultivation of their teacher literacy plays an important role in the future development.Therefore,paying attention to the transformation of pre-service chemistry teachers’ PCK in classroom practice is of great practical significance to help the development of pre-service chemistry teachers’ teaching ability.This study uses a variety of methods of literature research,text analysis and classroom observation.In this study,two junior chemistry normal students in a certain normal college in Wuhan were selected as the research objects,and the "Periodic Law of Elements"(first class hour)was taken as the research carrier.The teaching design text,reflection text,concept map,three-line table,micro class video and after-class reflective interview of five micro courses of two pre-service chemistry teachers in the course of "Middle School Chemistry Teaching skills" were collected as data materials to study their PCK level,transformation and influencing factors.After systematically sorting out the authoritative literature at home and abroad,the Pentagon model of Park is selected as the theoretical basis of this study,and the appropriate PCK analysis framework and evaluation scale are selected.This paper makes an in-depth analysis from the perspectives of pre-service chemistry teachers’ PCK level and classroom teaching behavior,compares and analyzes the differences between two pre-service chemistry teachers’ PCK and classroom teaching behavior,and summarizes the characteristics of the transformation from PCK to classroom practice.Through the advanced analysis of five micro courses,this paper explores the factors that affect the transformation of pre-service chemistry teachers from PCK to classroom practice,and puts forward some suggestions for the training of pre-service chemistry teachers.Through the research,it is found that there are different degrees of differences in the pedagogical content knowledge and classroom teaching behavior of the two pre-service chemistry teachers,and the development of each dimension of PCK is not balanced.Through comparative analysis,it is concluded that the transformation characteristics of pre-service chemistry teachers’ PCK are as follows:(1)the transformation of Orientation to Teaching Science is slow.The PCK thinking model of the two pre-service chemistry teachers has a higher level of Orientation to Teaching Science(OTS),but the teaching action is weak and cannot achieve the teaching goal well in teaching practice.(2)it is difficult to integrate the Knowledge of Instructional Strategies for Teaching Science(KISR)and Knowledge of Science Curriculum(KSC),and the level of transformation is low.The teaching of pre-service chemistry teachers is in the imitation stage,there is no in-depth understanding of the teaching strategies,teaching strategies and chemistry knowledge cannot be well integrated,the level of transformation is low;(3)the transformation level of Knowledge of Assessment of Science Learning(KAs)is on the low side.In the teaching design,the two pre-service teachers have put forward rich evaluation methods and evaluation dimensions,but they are not implemented in the teaching process.(4)having potential Knowledge of Students Understanding in Science(KSU)and cannot be transformed well.The factors that affect the PCK transformation of pre-service chemistry teachers are:(1)orientation to teaching science;(2)teaching reflection;(3)pedagogical content knowledge;(4)chemistry subject matter knowledge;(5)teacher intervention;(6)views on students;(7)peer cooperation.The innovation of this study:(1)In the previous transformation studies,researchers at home and abroad paid more attention to the transformation of PCK of in-service chemistry teachers and pay less attention to pre-service chemistry teachers.This paper is a research on the transformation of pre-service chemistry teachers’ PCK,and puts forward some suggestions for promoting the transformation level of pre-service chemistry teachers.(2)The domestic and foreign researches on the PCK transformation of chemistry teachers are mostly based on the current situation of teachers’PCK,without paying attention to the continuous growth of teachers’ PCK transformation level in the teaching practice.By analyzing the PCK and teaching practice of pre-service chemistry teachers at different stages in a semester,this study not only studies the transformation of their PCK,but also focuses on the growth of pre-service chemistry teachers’ PCK and teaching practice.