| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 89 === The purpose of this study is to explore the student teacher’s pedagogical content knowledge（PCK）of Chinese Language in elementary school, its structure, its sources, and its reasoning and action. Utilizing the qualitative research method, the researcher, who regards himself as the main research tool, entered into the teaching site to collect and to analyze data during the period about one year. The sources of data included formal and informal interviews, classroom observation, teaching material and researcher’s notes as well.
Teacher Long’s PCK included six components：（1）knowledge of curriculum structure；（2）knowledge of subject matter；（3）general pedagogical knowledge；（4）knowledge of students；（5）knowledge of teaching belief；（6）knowledge of educational contexts. The results indicate that formation of Teacher Long’s PCK was influenced by the past experiences and the current experiences. In addition, the model of pedagogical reasoning and action has three stages：preactive, interactive, and postactive stages.
Based on these finding, implications about teacher education, teaching Chinese Language and future studies are suggested.
|
|---|
