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In her reflection of first class，Jessica said “I was just like a PPT and tapeplayer”Jessica expressed that she was unable to pay attention to students'reflection in class; because she was thinking of the words she was going to say. Atthe beginning of the study, Jessica successfully aroused students' interest.However she ignored students' reaction and participation to make sure that shecould keep teaching steps under her control. Although she knew the importance ofstudents' participation, she had no confidence in carrying it out in her first class.She said that she should provide students more opportunities. According to the factthat she was reluctant to loosen control, it is evident that her knowledge ofcurriculum, teaching purpose and students were still limited. Her second lead-inclass appeared to be somewhat much less teacher-centered than the first class,because students' active thinking was motivated. The students were given moreopportunities for participation in language learning and production.In the first class, four listening activities and three listening comprehensionactivities were conducted. The single skill practice in class suggested that she didnot have the knowledge in integrating the four language skills. Compared with thefirst class, her second lesson evidently improved a lot. Jessica integrated four skillsin her second class. Her ideas of integrating four language skills and the emphasisof oral practice showed that she had sensed the importance of integrating the fourskill practices on the basis of her actual teaching practice.
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Conclusion

This study has four main findings, which may serve as Reference to otherstudent teachers in their teaching practice.Firstly, in this study the two student teachers experienced a gradual transitionfrom a teacher-oriented to learner-oriented perspective. This transition was markedin ttie student teachers with a shift from a technique-based to a student-basedunderstanding of teaching, and from a rigid to a slightly flexible pedagogy.Secondly, at the initial stage of their teaching practice，to student teachers likeShelley and Jessica, the components of the PCK appeared to be separated andincomplete. In the process of their practice，the various components of PCKdeveloped unevraly: some appear to grow rapidly and evidently such asknowledge of students and knowledge of pedagogy; whereas some seemed togrow rather slowly and unnoticeably such as knowledge of curriculum and SMK.It seoned that student teachers might need to focus on the first components beforethey are able to move to the second two.
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Reference (omitted)

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