A Study Of PCK Development Strategies For Excellent Elementary School Language Teachers In The Context Of Language Core Literacy

In the process of teachers’ professional development,PCK,as a form of practical knowledge,has an irreplaceable value for teachers to improve teaching,enhance teaching efficiency,and promote their own professional growth.The introduction of“ language core literacy ” has also put forward higher requirements for language teachers’ professional development.At the same time,different subject teachers have both common norms and special requirements for their PCK development because of the different content and structural characteristics of their subject knowledge.Therefore,it is particularly important to explore the development of teachers’ PCK in the context of core literacy and specific disciplines,and to gain an in-depth understanding of the connotations,components,development stages,and development strategies of subject teachers ’ PCK development,so as to promote their more effective professional development.This study takes PCK development strategies of excellent elementary school language teachers in the context of language core literacy as the core research content,and selects three excellent teachers in X city of Gansu Province on the basis of carefully sorting out relevant literature.Through individual interviews and classroom analysis,we attempted to explore the components of PCK and its interrelationships,to explain the role of PCK in teaching and learning,to accurately portray the reality of PCK of elementary school teachers,to explore the stages of PCK development of elementary school teachers,to analyze the factors that influence the development of PCK of elementary school teachers,and to analyze the development of PCK of elementary school teachers.PCK development,and attempt to propose effective strategies for promoting PCK development among primary language teachers.The introductory part of the thesis clarifies the origin,purpose and significance,,ideas and methods of the study,defines the core concepts in the study,composes and reviews the existing literature materials,and determines the logical starting point of this study.The main body of the thesis is divided into four parts:the first part,on the basis of identifying the research theory,provides an in-depth analysis of the connotation and characteristics of elementary school language teachers’ PCK in the context of language core literacy,proposes that the content elements of elementary school language teachers’ PCK include the overarching concept of language subject teaching,knowledge of language curriculum and teaching materials,knowledge of language teaching strategies and representational approaches,knowledge of language teaching contexts and knowledge about students knowledge,revealing that the basic characteristics of excellent elementary school language teachers ’ PCK are nurturing,integrative,constructive,and developmental;the second part,with the help of interview transcript analysis and classroom teaching case analysis,focuses on portraying the realistic patterns and developmental characteristics of excellent elementary school language excellent teachers’ PCK;the third part explores the developmental process of excellent elementary school language teachers’ PCK,proposing and analyzing three stages of development : The third part explores the development process of excellent primary school language teachers’ PCK,and proposes and analyzes three stages of development:the initial construction stage based on learning accumulation,the practical integration stage stimulated by key events,and the pure application stage based on deep integration.The fourth part elaborates the basic strategies for PCK development of excellent elementary school language teachers in the context of language core literacy :consolidating the foundation of subject knowledge and promoting two-way development;changing teaching concepts and effectively grasping the The fourth part elaborates the basic strategies for PCK development of excellent primary school language teachers in the context of language core literacy:strengthening the foundation of subject knowledge to promote two-way development;changing teaching concepts to effectively grasp the laws of language teaching;establishing the awareness of lifelong learning to continuously improve teachers’ own quality;implementing timely reflection and correction to promote teachers’ development;and building teachers’ learning community to seek synergy and cooperation.In the concluding part of the dissertation,we reflect on the process and shortcomings of this study,and make further prospects for the follow-up research.