Research On The Evaluation And Development Of Teachers’ General Pedagogical Knowledge

General Pedagogical Knowledge(GPK)is general education and teaching knowledge across disciplines,as is the principled knowledge that teachers need to create an effective teaching and learning environment.GPK is an important component of teachers’ knowledge and the prerequisite knowledge for teachers’ effective teaching.Teachers should acquire not only Content Knowledge(CK)and Pedagogical Content knowledge(PCK),but also the fundamental knowledge related to teaching and learning.With the proposal and development of students’ key competence,teachers’ competence has also been valued.Teachers’ teaching knowledge,especially GPK,has been paid more and more attention.Whether teachers’ teaching knowledge can meet the requirements of teachers in the 21 st century,there are more and more researches on this issue.General Pedagogical Knowledge is from one of the seven kinds of teacher’s knowledge that proposed by Shulman.Based on Shulman’s theory of teacher knowledge classification and the relevant theories in the OECD international survey project on Teachers’ effective teaching knowledge,this study establishes a theoretical framework of GPK,including three dimensions: Teachers’ Effective Teaching Knowledge,Students and Learning Knowledge,Teaching Evaluation Knowledge.Each dimension includes two sub dimensions,which are finally divided into teaching,classroom management,learning and development,emotional motivation regulation,evaluation,data and research.The study prepares a test paper to evaluate teachers’ theoretical level of GPK,and the video-based assessment approach is used to evaluate teachers’ understanding and performance level of GPK.The study found that the GPK of Pre-service(PV)and In-service(IV)teachers needs to be further improved.In terms of the theoretical GPK,both pre-service and in-service teachers are at the middle level,and the average score of pre-service teachers(34.67)is slightly higher than that of in-service teachers(31.35).There are also differences in the three dimensions of GPK.The scores of PV teachers in the three dimensions are "teaching evaluation","students and learning",and "effective teaching" in descending order,but "effective teaching","students and learning" and "teaching evaluation" of IV teachers.At the understanding level of GPK,PV teachers’ level is slightly higher than IV teachers.About the performance of GPK,PV teachers’ explanations of key events in teaching videos are mostly descriptive,accounting for 72%,explanatory explanations account for 28%,and predictive explanations are 0,indicating a low level of performance..In Iv teachers’ explanations,explanatory explanations account for 52.8%,predictive 8.3%,and descriptive38.9%,which is at a medium level.After analysis,it is found that the development of teachers’ GPK has the following characteristics: First,teachers’ GPK development presents stage characteristics.The pre-service stage is an important period for teachers to acquire GPK theory.During this period,PV teachers’ understanding of GPK is still developing,while the performance and application levels are still low.Teachers in the In-service stage showed the ability to apply their GPK to notice and interpret classroom events.Second,teaching practice and reflection are important paths for teachers’ GPK development.Third,teachers’ GPK development presents the characteristics of dynamic changes.In addition,the researcher conducted interviews with pre-service and in-service teachers to understand the factors that affect teachers’ GPK development.The factors affecting the development of PV teachers’ GPK mainly include Teacher education curriculum and Teaching practice;the factors affecting the development of IV teachers’ GPK mainly include professional support in the educational field,teaching practice and reflection,and teachers’ own perception and understanding of GPK.At the same time,it is also found that the difficulties and limitations teachers faced are prominent.Finally,the researchers make recommendations for teacher to development GPK.Suggestions for pre-service teachers: First,promote the integration of teacher education: focus on the continuity and deepening of knowledge;Second,the teaching for normal students should be optimized to transform GPK "symbol" into "meaning".Third,promote knowledge internalization by practice,standardize and improve teaching practice;Fourth,improve the knowledge structure of in-service teachers,awaken and deeply explore GPK.