Applying Lee Shulman's Model of Pedagogical Reasoning and Action to Analyze the Transformation of Elementary School Teachers Teaching of Chinese Language Arts

• Published in: Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan Vol. 16; no. 1; pp. 57 - 84
• Main Authors: Tso, Jung, Lin, Yih-Sheue
• Format: Journal Article
• Language: Chinese
• Published: Taiwan National Changhua University of Education 01.01.2023
• Subjects: Chinese; Chinese languages; Educational materials; Elementary school teachers; Knowledge; Language arts; Pedagogical Content Knowledge; Pedagogy; Qualitative research; Teaching; Teaching Methods
• ISSN: 2071-3649
• DOI: 10.53106/207136492023041601002

Chinese language arts build the foundation where students consolidate their learning, but, due to the complex contents of its teaching and the yet-to-be-discovered structure of subject knowledge, it is not easy to understand the complex and ever-changing nature of such teaching as well as to solve related teaching problems. In light of that, this qualitative research took an interactive approach to identify and understand four elementary school teachers' teaching transformation and their construction of pedagogical content knowledge (PCK) by using Lee Shulman's Model of Pedagogical Reasoning and Action as the theoretical structure. The researcher also provided assistance to the teachers with personal practice knowledge, coming up with twelve cases of their teaching to further facilitate the understanding of "pedagogical reasoning and action model for Chinese language arts teaching" and to evaluate the teaching of this subject. The research findings are as follows. 1. The teaching of Chinese language arts is r