Foreign Language Pedagogical Content Knowledge of Pre-Service Teachers: Concept, Measurement, and Validation

职前教师的外语教学内容知识：概念、测量和验证

• 批准号: 252194416
• 负责人: Professor Dr. Johannes König
• 金额: --
• 依托单位: Institut für Anglistik und Amerikanistik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2015-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/252194416?language=en
• 关键词: Foreign; Language; Pedagogical; Content; Knowledge

Pedagogical content knowledge (PCK) is a central cognitive component of the professional competence of teachers. Thus initiatives have been recently launched to conceptualize and to measure PCK of pre-service and in-service teachers, however their focus is clearly on mathematics. Similiar research related to English as a Foreign Language (EFL) virtually does not exist. An important exception is the Teacher Education and Development Study: Learning to Teach (TEDS-LT, funded by BMBF), a study in which instruments measuring the content knowledge and pedagogical content knowledge of student teachers of EFL were developed.The objective of our study elaborates on the groundwork of TEDS-LT and continues to develop a standardized instrument to measure the PCK of future EFL teachers. First, the test instrument that was developed in TEDS-LT is developed further by adding professional knowledge that is closer to the performance of teachers and thus more important during the second phase of initial teacher education in Germany. Second, this instrument is put into trial in an empirical study with EFL pre-service teachers of the first and second phase of initial teacher education (pre-service teachers of the second phase had not been focused on in TEDS-LT). In addition to that, their content knowledge (CK) in the areas of linguistics, British and American literature and culture, their general pedagogical knowledge (GPK) as well as their oral language proficiency is assessed (using hitherto existing instruments). For the first time, relational analyses of cognitive elements of professional knowledge in both stages of teacher training (first and second phase) can be performed, also allowing for testing the central assumptions of construct validity of PCK. Moreover, this study includes an analysis of the opportunities to learn in relation to the professional competence of pre-service teachers.From this study, we expect profound insight into the conceptualization and operationalization of the PCK of pre-service teachers as well as differences in PCK related to different stages of pre-service teachers during initial teacher education. Therefore, theoretical frameworks, concepts and assumptions of EFL teacher training can be empirically grounded. Also, our study makes a significant contribution to the discourse on quality assurance and standard setting in EFL teacher training.

学科教学知识是教师专业能力的核心认知成分。因此，最近发起了一些倡议，以概念化和衡量职前和在职教师的PCK，但他们的重点显然是数学。与英语作为外语相关的类似研究几乎不存在。一个重要的例外是教师教育与发展研究：学习教学（TEDS-LT，由BMBF资助），在该研究中，测量工具的内容知识和教学内容的EFL教师的学生开发的研究。我们的研究的目标阐述了TEDS-LT的基础，并继续开发一个标准化的工具来衡量未来的EFL教师的PCK。首先，在TEDS-LT中开发的测试工具通过添加更接近教师表现的专业知识而进一步开发，因此在德国的初始教师教育的第二阶段中更加重要。第二，本研究以第一、二阶段的英语职前教师为研究对象（第二阶段的职前教师在TEDS-LT中未被关注），对该工具进行了实证研究。除此之外，还评估他们在语言学、英美文学和文化领域的知识（CK）、一般教学知识（GPK）以及口语能力（使用迄今为止现有的工具）。对于第一次，在教师培训的两个阶段（第一和第二阶段）的专业知识的认知要素的关系分析可以进行，也允许测试的核心假设的结构效度的PCK。 此外，本研究还分析了职前教师专业能力与学习机会的关系，以期深入了解职前教师专业知识的概念化和操作化，以及职前教师专业知识在不同阶段的差异。因此，外语教师培训的理论框架、概念和假设都有实证依据。此外，我们的研究作出了重大贡献的话语质量保证和标准制定的外语教师培训。