职业生涯视角下初中数学教师PCK发展趋势及特征

The Development Trend and Characteristics of Mathematics Teachers’PCK in Junior High School and Its Relationship to the Number of Years of Teaching

从教师职业生涯视角,运用情境测评法与访谈法探究初中数学教师PCK的整体水平、发展趋势及特征.新疆地区初中数学教师PCK处于中等偏下水平.随着教师职业生涯的不断发展,初中数学教师PCK水平呈上升趋势:教学1—3年与教学4—6年初中数学教师PCK特征类似,其PCK水平都较低,PCK中3个子维度的发展水平不均衡;教学7—12年初中数学教师PCK呈现出更高水平,其PCK中3个子维度的发展水平均衡;教学13—20年及以上初中数学教师PCK呈现出高水平,其PCK中3个子维度的发展水平不均衡.

This study adopted the methods of situational evaluation and interviews to investigate mathematics teachers’PCK performance in a middle school of Xinjiang Province from three sub-dimensions based on a career perspective:performance,changing trends,and characteristics.We found that the participants’PCK performance was lower than that of the teachers of other provinces.However,their PCK performance rose as their years of teaching grew:the characteristics of the PCK of teachers who had been teaching for one to three years were similar to those of teachers who had been teaching for four to six years.That is,their PCK performance was low and not balanced.The teachers who had been teaching for seven to twelve years had better PCK performance and more balanced development on the three sub-dimensions than those who had less than seven years of teaching experience,and the teachers who had 13 to 20 teaching years had the best PCK performance but had an unbalanced development on the three sub-dimensions.