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...

Descripción completa

Detalles Bibliográficos
Autores principales: Liu, Liyan, Jiang, Anne Li, Yang, Shiyu, Li, Shuo
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