非英语外语教师学科教学知识的生成与发展个案研究

A case study of non-English foreign language teachers’ PCK formation and development

学科教学知识(PCK)体现教师专业性和学科特性,为理解教师专业发展提供重要角度。本研究采用个案研究方法,通过收集教师问卷、笔谈、教学设计和学生问卷,探究一所综合类高校法语、俄语和印地语教师的PCK及其生成与发展。研究发现,教师PCK存在内容指向不明确、整合性不强等问题,并反映出传统教学思维。教师PCK主要生成于个体在实践中的摸索和经验积累,发展途径包括转化教学内容、认识学生和学习教学,受到教师效能意识、对师生角色的定位和专业发展环境等关键因素的影响。

Pedagogical content knowledge(PCK) reflects teachers’ professional understanding in teaching a specific subject, which is a key notion to help understand teacher development. Drawing on data from questionnaires of teachers and students, written conversations and teaching plans, this case study investigates the PCK characteristics and development of French, Russian and Hindi teachers working in the same comprehensive university. The findings show that the three teachers’ PCK has deficiency in its content and integration, and reflects traditional teaching concepts. Teachers develop PCK mainly through individual exploration in practice and accumulation of experience, in such ways as transforming subject knowledge into teaching content, getting to know students and learning to teach. Teachers’ efficacy awareness, orientation of teacher-student roles and professional development environment are the key factors that cause individual difference in PCK development.