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Chapter 1 Introduction

1.1 Research Orientation
This thesis is an attempt to explain and prove PCK framework of studentteachers. The main purpose of this study is to examine the process of studentteachers' development in PCK during their teaching practice. By tracing thechanges of their PCK, the rules and influencing factors of the development wereexplored. In the light of this study, student teachers  have better conceptionsand perceptions of their work，which might ultimately make the best of themselves，professionally. Meanwhile, this study attempts to offer some influencing factorswhich might help student teachers develop their PCK in a more effective way.
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1.2 Research Rationale
The choice of PCK development as a topic for research is of theoreticals ificance and practical importance. As wildly acknowledged in the relatedliterature, the development of PCK determines teacher's teaching performance.Since Shulman (1986) has proposed the conception of PCK, many studies onteacher knowledge started to concentrate on defining the nature PCK, buildingPCK framework and applying it in teacher education. In theoretical aspect,within the topic of teacher thinking and teacher knowledge, there has beengrowing attention on one particular form of teacher knowledge: pedagogicalcontent knowledge (PCK), which has been regarded as a special province of ateacher who integrates various knowledge bases and makes teaching accessible tostudents. PCK has been regarded as a constituent of teaching expertise in expertteachers, which takes time to develop in the actual teaching practice. Although research on PCK began in the late 1980s，few have researched PCKgrowth in teaching practice. The study offers some potential contributions to ourknowledge of student teachers professional development. By drawing from thedata of this study，this thesis identifies some of the rules of the development ofEFL student teachers' PCK and offers some influencing factors which trigger thedevelopment. The implications of this study are expected to shed light on thepre-service teachers' training program.
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Chapter 2 Literature Review

2.1 Teacher Knowledge
Although the topic of teaching knowledge has been concerned for quite a longtime, the research has truly become prosperous between the year 1983 and 1992.(Hu, 2006). To conclude the research in recent years, Munby, Ryssell and Martin(2001) in their work entitled “Teacher Knowledge and How It Develops” pointedout that:The category “teacher knowledge” is new in the last 20 years，and thenature and development of that knowledge is only beginning to beunderstood by the present generation of researcher in teaching andteacher education (p.877).In order to find the true nature of teacher knowledge, many researches havebeen done. At the very beginning of this exploration, scholars try to define teacherknowledge directly from the "process-product" paradigm which is criticized laterfor its failure to capture the subtlety and complexity of teaching (NIS, 1975).Having realized the shortage of the “process-product” paradigm，scholarsstarted to transfer the direction to studying teacher thinking. This kind of studywas later criticized by Lowyck and Clark (1989) who see the complex connectionsbetween te本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。