基于领域教学知识(PCK)的学前教师培训效能研究

Effectiveness Research of Teacher Training in Kindergarten Based on Pedagogical Content Knowledge

本研究选取北京、上海、浙江3地的13所幼儿园共125名教师作为研究对象,采用柯氏四层次培训评估模式对集暑期学校、视频图书馆、合作式学习社区、课堂实践反馈"四核一体"的互动参与式培训效能进行评估。结合教师满意度问卷、PCK问卷、CLASS评估及教师个人反思、访谈等文本资料,展开量化与质性相结合的数据分析与讨论。研究发现,教师对以领域教学知识(PCK)为核心的"四核一体"培训模式满意度较高;经过培训,125名教师的PCK三维度得分均得到提升;125名教师CLASS三大维度得分及十项得分均有所提升;教师领域教学知识(PCK)的提升与教师的知识能力、教育信念及实践智慧有关。最后,研究者从教师学习共同体的共同愿景和良好氛围、学习共同体的管理机制和评价体系、教师培训形式的多样性、幼儿园跨区和跨园的多元互动等方面提出研究建议。

125 preschool teachers from 13 kindergartens in Beijing, Shanghai and Zhejiang have been chosen as research objects in this research to launch interactive participatory training of various integrated forms including summer school, digital video library, collaborative learning community, and classroom instruction practice. The study combined with the questionnaire of teachers＂ satisfaction, questionnaire of PCK, Classroom Assessment Scoring System and text materials such as teachers＂ personal reflection, interviews. Both quantitative and qualitative data analysis were used to obtain the result. The study found that teachers expressed high satisfaction on this ＂four in one＂ interactive training. 125 teachers＂ scores of PCK＇s three dimensions were improved after the training, and 125 teachers＂ scores of CLASS＇s three dimensions and ten points were also improved. The growth of individual teacher＇s pedagogical content knowledge （PCK） was influenced by teachers~ professional knowledge and abilities, teachers＂ faith of education, and teachers＂ wisdom of practice. At the end of this study, researchers put forward several researching suggestions from the common vision and good atmosphere in teachers＂ learning community, the management mechanism and evaluation system of learning community, the diversity of teachers＂ training forms, the multiple interaction of cross-regional and different kindergartens and so on.