On-Site Pedagogical Content Knowledge Development
On-Site Pedagogical Content Knowledge Development
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DOI：
10.1080/09500693.2015.1033777
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发表时间：
2015-05-24
影响因子：
2.3
通讯作者：
Yung, Benny Hin Wai
中科院分区：
文献类型：
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作者：
Chan, Kennedy Kam Ho;Yung, Benny Hin Wai
经验和反思一直被认为是教学内容知识（PCK）发展的基础。然而，很少有人知道有经验的教师如何发展他们的PCK通过反思在行动中，在他们的时刻到时刻的课堂教学。利用数据来源，包括课堂观察，半结构化访谈和刺激回忆访谈的基础上，教训的视频，本研究探讨的情况下，当四个经验丰富的教师被发现在现场发明新的教学策略/代表性的教训（称为现场PCK发展）在他们的第一次尝试在教学一个新的主题。这项研究记录了教师的每时每刻的经验，包括他们重建的思维过程与这些实例的现场PCK的发展。一个解释性模型的三个步骤的过程，包括一个刺激，整合过程和反应的先进占现场PCK的发展中观察到的教师。三个类别的刺激，触发现场PCK的发展被确定。影响整合过程的因素包括教师对新课题的学科知识、他们的一般教学知识，以及他们对学生学习困难的了解/与新课题有关的先前知识。本文还讨论了如何促进教师的现场PCK发展对教师专业发展的启示。
Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers' subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers' on-site PCK development are discussed.