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Research on the current situation and influencing factors of pedagogical content knowledge and professional development strategy of pre-service physics teachers

Research Scholar

Wei Yang, faculty member, professor, Shenyang Normal University (China)
Lin Ding, faculty mentor

Background

  • Hometown: Shenyang, China
  • Degrees received: PhD in curriculum and teaching theory, Beijing Normal University, China.

What is the issue or problem addresses in your research?

In this study four basic elements of the Pedagogical Content Knowledge (PCK) of pre-service physics teachers were clarified. Based on these factors, the current situation of PCK of pre-service physics teachers was investigated in groups and cases study. The possible influencing factors of the current situation of PCK of pre-service physics teachers were analyzed. We also provided suggestions and strategies for the professional development to physics pre-service teachers.

What methodology did you use in your research?

We selected 93 pre-service physics teachers as the sample. Three of them (two undergraduate students and one graduate student) were randomly selected as study cases. A variety of research methods were adopted, including questionnaire survey, interview, paper-and-pencil test, concept map drawing, real-time classroom recording, etc. And the present situation of physics pre-service teachers' PCK and affecting factors are described and analyzed used SPSS.

What are the purpose/rationale and implications of your research?

Firstly, by investigating the current situation of Pedagogical Content Knowledge (PCK) of pre-service physics teachers was investigated in groups and cases to found problems in their professional development. Secondly, these problems are analyzed through a variety of methods to find the possible influencing factors. Finally, based on these research conclusions, the curriculum system, practical system and other strategies which can promote the professional development of pre-service physics teachers.