（Re）Constructing Pedagogical Knowledge in English as a Foreign Language Teacher Education Courses

English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.

Investigation into the knowledge base of TEFL teachers in China

The key issues and challenges facing TEFL teachers in China with respect to prospective teacher preparation and professional development are discussed. Drawing upon earlier research on conceptual frameworks, the knowledge base of pre-service teachers is examined through research into the curriculums in TEFL education across diploma, undergraduate and postgraduate levels. A comparative study of the curriculum structures in the education of TEFL teachers reveals a number of key areas of concern： the main hindrance to the development of a stronger knowledge base of pre-service teachers lies in the serious shortage of pedagogical content knowledge, fundamental pedagogical knowledge that are currently available, as well as with the overall inadequacy of practicum hours. It strongly argues for the breadth versus depth in course design and calls for the imperative to reconceptualize the knowledge base of pre-service teachers.

Mathematics Knowledge of Proof in Geometry： Pre-Service Teachers＇ Perspectives

This article is based on research on pre-service teachers＇ perspectives on their mathematics knowledge of proof in geometry. The study was framed using tile mathematical knowledge for teaching framework. This qualitative study employed the use of a task-based worksheet, focus group sessions and semi-structured individual interviews. The task-based worksheet was completed by 180 pre-service mathematics teachers （second, third and fourth year mathematics education students）. Pre-service mathematics teachers are student teachers who have not yet completed their training to become teachers. After the analysis of the task-based worksheet, 20 participants were invited to participate in focus group sessions and individual interviews. The findings of the study reveal that the participants possess peripheral mathematics knowledge of proof in geometry. The study aims at assisting pre-service teachers and interested educationists to explore innovative methods of acquiring and imparting mathematics knowledge of proof in geometry. The study proposes possible changes in curriculum at school and university level.

Applying Nearpod to the Teaching Chinese as a Second Language Class to Enhance Interactions and Collaborations in the Secondary Schools

The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education,including Teaching Chinese as a Second Language(TCSL)classrooms.Some Chinese as a Second Language(CSL)teachers were reluctant to utilize technology tools in their teaching due to the lack of technological knowledge.Thus,this study designed a CSL curriculum with the lens of the TPACK framework(Technological Pedagogical Content Knowledge).Nearpod was specifically adopted as a web-based technology tool to support the teaching Chinese language due to its powerful functions provided.Nearpod allows teachers to design interactive activities in multiple ways to facilitate interactions and collaboration in the CSL learning process.This paper aimed to help Chinese teachers improve their understanding of how to effectively integrate technology into CSL teaching.Chinese teachers will develop a deeper comprehension of distance teaching from the perspectives of technology,pedagogy,and content knowledge,enhance students’deeper learning,and promote interaction and collaboration in L2 class.The effective use of the technology can develop language skills in a meaningful context knowledge with the guidance of pedagogical content knowledge.

PCK Study of Middle School Chemistry Teachers in Yan'an Based on the Core Quality of Chemistry Subject

The new round of curriculum reform requires the promotion on the development of students'core literacy,and how the core literacy of chemistry can take root in the chemistry classroom is inseparable from the guidance and nurture of teachers in the teaching process.The"Professional Standards for Secondary School Teachers"clearly stipulates that pedagogical content knowledge(PCK)is regarded as the professional knowledge of teachers.PCK is the core content of teachers'professional knowledge and an important guarantee for teachers to carry out teaching activities.Teachers5 PCK level is not only a direct measure of their teaching achievements,but also an important criterion for guiding novice teachers to become experienced teachers.The research subjects selected for this study are the middle school chemistry teachers in Yan'an City.By using the Delphi method to investigate the understanding of Yan'an middle school chemistry teachers on the core literacy of chemistry and to explore the PCK mastery of middle school chemistry teachers at different stages,it serves to deepen the Yan'an middle school chemistry teachers5 own knowledge and learning of PCK while help to promote the improvement of the teaching level and professional development of chemistry teachers in Yan'an middle schools.At the end of the paper,the relevant suggestions made based on the investigation of the chemistry PCK study of middle school chemistry teachers in Yan'an City on the core literacy of the chemistry subject will improve the overall building level of the middle school chemistiy teachers of Yan'an City.

Association between Teacher Candidates'Competency and First-Year Employment in Physical Education:A Comparison Study

Physical education teacher education(PETE)programs prepare teacher candidates to be competent and employed in P-12 school settings.This study examined the relationship between competency and first-year job obtainment in physical education(PE).Participants included 111 teacher candidates from two schools.Participants'competency in content knowledge in Kinesiology and sub-disciplines(CKKH),content knowledge in sport and skill proficiency(CKSP),pedagogical content knowledge(PCK),and first-year job obtainment in PE were collected.Descriptive statistics,independent-samples t tests,and multiple logistic regressions were used to analyze the data.The overall sample showed participants were most competent in PCK,followed by CKSP and CKKH.Female participants were more competent in PCK than their male counterparts,and those at School A performed better in CKSP and PCK than their peers at School B.As a sample,more than half of the participants(55.9%)obtained PE jobs.There was a significance between the overall sample and female participants'competency in CKKH and their first-year employment in PE.This study was limited by sample size,variances in courses between the two schools,and by the defined timeline to clarify first-year PE employment.Implications regarding the importance of CKKH and first-year employment were discussed.

DEVELOPING OF A KNOWLEDGE BASE FOR THE TEACHING PROFESSION

This paper looks at the key issues and challenges facing TEFL teachers in China with respect to prospective teacher preparation and professional development. Drawing upon earlier research on conceptual frameworks, it examines the knowledge base of pre-service teachers through research into the curriculums in TEFL education across diploma, undergraduate and postgraduate levels. A comparative study of the curriculum structures in the education of TEFL teachers reveals a number of key areas of concern: the main hindrance to the development of a stronger knowledge base of pre-service teachers lies in the serious shortage of pedagogical content knowledge, fundamental pedagogical knowledge that are currently available, as well as with the overall inadequacy of practicum hours. It strongly argues for the breadth versus depth in course design and calls for the imperative to reconceptualize the knowledge base of pre-service teachers.

The Role of Teacher Professional Development in Improving Teaching Quality and Student Learning Outcomes

This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.

UNDERSTANDING PCK:ITS BACKGROUND,COMPONENTS AND MODELS——A COMPREHENSIVE REVIEW ON PCK IN THE PAST TWO DECADES

The study of Pedagogical Content Knowledge(PCK),has been closely connected with three research paradigms(teacher behaviours,teacher thinking and teacher knowledge) over past decades.This paper first reviews several diagrams of PCK's components and various models proposed by Shulman(1986,1987),Grossman(1990,1995),Turner-Bisset(1999,2001).Then it conceptualizes a framework of six-component PCK on the basis of analytical discussion being conducted in the study.Since PCK reflects an integration of several fundamental elements of teacher knowledge held by expert teachers,it should serve as one of the knowledge bases for developing foreign language teacher education programmes.