Developing Pedagogical Content Knowledge (PCK) through Module Team Collaboration: A Case Study of Business English Teachers in China

Autor/inn/en	Wu, Peng; Yu, Shulin
Titel	Developing Pedagogical Content Knowledge (PCK) through Module Team Collaboration: A Case Study of Business English Teachers in China
Quelle	In: Asia-Pacific Education Researcher, 26 (2017) 1-2, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-017-0330-9
Schlagwörter	Foreign Countries; Business English; English (Second Language); Second Language Instruction; Pedagogical Content Knowledge; Teamwork; Observation; Semi Structured Interviews; Instructional Materials; Case Studies; Teacher Collaboration; Knowledge Level; China + Suchen Sie Ihr Suchwort? Ausland; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; English as second language; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Pädagogische Kompetenz; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Case study; Fallstudie; Case Study; Lehrerkooperation; Wissensbasis
Abstract	Informed by literature on developing pedagogical content knowledge (PCK) through teacher collaboration, this study aims to investigate the trajectory of PCK development among business English teachers through module team collaboration in Chinese context. Drawing upon multiple sources of data including observation, semi-structured interview, and teaching materials from three case teachers, this study explores how PCK components were developed in one academic year when case teachers participated in module team collaborative activities. The findings show the individual differences among the three participants in their PCK development and reveal that two key PCK components--Knowledge of students' understanding and Knowledge of instructional strategies have developed through teacher collaboration. This study suggests the collective inquiry in teacher collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01