Cargando…
Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge
Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher’s professional knowledge, and important indicators of preparednes...
Autores principales: | , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9218903/ https://www.ncbi.nlm.nih.gov/pubmed/35756280 http://dx.doi.org/10.3389/fpsyg.2022.883056 |
_version_ | 1784731998340775936 |
---|---|
author | Liu, Liyan Jiang, Anne Li Yang, Shiyu Li, Shuo |
author_facet | Liu, Liyan Jiang, Anne Li Yang, Shiyu Li, Shuo |
author_sort | Liu, Liyan |
collection | PubMed |
description | Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher’s professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program. Specifically, it explored the relationship among the three knowledge domains, and the effects of learning opportunities on their development. Findings revealed that preservice EFL teachers at a later stage outperformed those at an earlier stage with regard to PK and PCK. Our findings also suggested that there were positive correlations among PK, CK, and PCK at different stages of the teacher education program. Furthermore, the findings showed that courses on CK, PK, and PCK, and teaching experience significantly influenced preservice EFL teachers’ professional knowledge. However, the role of classroom observation was not significant. Implications for EFL teacher education and future research were also discussed. |
format | Online Article Text |
id | pubmed-9218903 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-92189032022-06-24 Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge Liu, Liyan Jiang, Anne Li Yang, Shiyu Li, Shuo Front Psychol Psychology Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher’s professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program. Specifically, it explored the relationship among the three knowledge domains, and the effects of learning opportunities on their development. Findings revealed that preservice EFL teachers at a later stage outperformed those at an earlier stage with regard to PK and PCK. Our findings also suggested that there were positive correlations among PK, CK, and PCK at different stages of the teacher education program. Furthermore, the findings showed that courses on CK, PK, and PCK, and teaching experience significantly influenced preservice EFL teachers’ professional knowledge. However, the role of classroom observation was not significant. Implications for EFL teacher education and future research were also discussed. Frontiers Media S.A. 2022-06-09 /pmc/articles/PMC9218903/ /pubmed/35756280 http://dx.doi.org/10.3389/fpsyg.2022.883056 Text en Copyright © 2022 Liu, Jiang, Yang and Li. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Liu, Liyan Jiang, Anne Li Yang, Shiyu Li, Shuo Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge |
title | Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge |
title_full | Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge |
title_fullStr | Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge |
title_full_unstemmed | Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge |
title_short | Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge |
title_sort | unpacking the development of chinese preservice english as a foreign language teachers’ professional knowledge |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9218903/ https://www.ncbi.nlm.nih.gov/pubmed/35756280 http://dx.doi.org/10.3389/fpsyg.2022.883056 |
work_keys_str_mv | AT liuliyan unpackingthedevelopmentofchinesepreserviceenglishasaforeignlanguageteachersprofessionalknowledge AT jianganneli unpackingthedevelopmentofchinesepreserviceenglishasaforeignlanguageteachersprofessionalknowledge AT yangshiyu unpackingthedevelopmentofchinesepreserviceenglishasaforeignlanguageteachersprofessionalknowledge AT lishuo unpackingthedevelopmentofchinesepreserviceenglishasaforeignlanguageteachersprofessionalknowledge |