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.4 Research Procedures............29
4.5 Data Collection and Analysis.........29
Chapter Five Results and Discussions..... 30
5.1 Reading PCK of the two Novice Teachers........30
5.2 Teachers’ Cognition about Reading PCK of the two Novice Teachers.....40

Chapter Five Results and Discussions

This section mainly introduces the results and discussion drawn by the classroom observation andinterview of teacher T and teacher Z, the writer thinks the two questions are highly relevant, so the result ofpresentation is presented from the research questions. The first question is answered by the classobservation and the second is the interview.

5.1 Reading PCK of the two Novice Teachers

The PCK framework is based on the summary of reading PCK by Richard Kily (2015), hesummarized reading PCK as three parts: knowledge about three stages of reading teaching, reading strategy,and knowledge about genre. This study aims to explore the cognition and reading PCK performance of thetwo novice teachers.Thus the study will be carried out from the following perspectives of the two noviceteachers: three stages of reading teaching, reading strategy and knowledge about genre.The following are the reading PCK performance of teacher T by observing the unit 4 in senior 2“Making the news”, Three stages of reading teaching in classroom should focus on the purpose of threestages, teacher activity, students performance and problem analysis so that teacher undertakes authenticthree stage s of reading teaching. (cui,2012)Teacher T employs different reading strategies in different stages of teaching. In pre-reading teachingstage. Firstly, teacher T gave a piece of music related to occupation, thus introducing the topic and givingthe prediction of the topic of new by posing question: “what do you want to be in the future after listeningthe music?” This way of lead-in stimulates curiosity of students and focuses students’ attention. Secondly,teacher T showed several pictures about news with the purpose of learning the new words by the strategy ofword -guessing. For example, teacher T gave the pictures in which there are many people are collectivelydiscussing the big issue in the conference room and teacher threw another question: “who is in charge ofthe newspaper?” After guessing a few minutes, teacher T introduced the new words: editor, and then givethe forthcoming words: designer, photographer and so on in the same way. This word-guessing strategy canenhance students’ understanding of the words and the topic of news. Thirdly, teacher T gave the sequencingquestions, asking students to fill out a chart and play roles by employing the reading strategy of inferringand interviewing through picking certain key words and sentences to further enhance the understanding thethe process of news and how to make the news. Obviously, teacher T mainly adopted asking questions,word-guessing , inferring and interviewing with the intention of creating the authentic situation to stimulatetheir previous knowledge so that students can have a good knowledge preparation for the next readingperiod.

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Conclusions

The study employed interview, classroom observation as research instruments to explore the readingPCK of the two novice teachers, The interview data were verified by the classroom observation and otherdata. The research framework is based on th