Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies
Pre-service teachers' cognition of subject teaching knowledge consists of teachers' cognition of subject knowledge and teaching practice. Based on 27 reflection reports from 9 pre-service teachers, this study applies the qualitative research method to analyze their interpretation, restruct...
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| Format: | Article |
| Language: | zho |
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Journal Press of Southwest University
2025-01-01
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| Series: | Jiaoshi jiaoyu xuebao |
| Subjects: | |
| Online Access: | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.01.003 |
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| author | GUO Xuejun LIN Lin LI Na |
| author_facet | GUO Xuejun LIN Lin LI Na |
| author_sort | GUO Xuejun |
| collection | DOAJ |
| description | Pre-service teachers' cognition of subject teaching knowledge consists of teachers' cognition of subject knowledge and teaching practice. Based on 27 reflection reports from 9 pre-service teachers, this study applies the qualitative research method to analyze their interpretation, restructuring, and presentation of subject knowledge, with the purpose of investigating the relation between teachers' cognition of subject knowledge and teaching practice, as well as the cognitive dilemma of pre-service teachers' subject teaching knowledge and its reason. It was found that if pre-service teachers fail to recognize the independence and professionalism of subject knowledge, it would be difficult for them to appropriately incorporate subject knowledge into teaching practice, which would result in the deficiency of subject knowledge in teaching practice. Therefore, the teacher educators should supplement relevant subject knowledge to help pre-service teachers form a rational, holistic, and comprehensive understanding of the subject teaching knowledge, while pre-service teachers should deepen and reorganize their cognition of the subject knowledge, adjust the perspectives of examining teaching content, and appropriately present subject knowledge in teaching practice. |
| format | Article |
| id | doaj-art-9fde8d13cd0449f38c0c6886f800ce60 |
| institution | Kabale University |
| issn | 2095-8129 |
| language | zho |
| publishDate | 2025-01-01 |
| publisher | Journal Press of Southwest University |
| record_format | Article |
| series | Jiaoshi jiaoyu xuebao |
| spelling | doaj-art-9fde8d13cd0449f38c0c6886f800ce602025-01-08T09:36:07ZzhoJournal Press of Southwest UniversityJiaoshi jiaoyu xuebao2095-81292025-01-01121202710.13718/j.cnki.jsjy.2025.01.003jsjyxb-12-1-20Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and StrategiesGUO Xuejun0LIN Lin1LI Na2College of Teacher Education, Ningbo University, Ningbo 315211, ChinaInternational Cultural Exchange School, Shanghai University of Finance and Economics, Shanghai 200433, ChinaSchool of Mathematics and Statistics, Central China Normal University, Wuhan 430079, ChinaPre-service teachers' cognition of subject teaching knowledge consists of teachers' cognition of subject knowledge and teaching practice. Based on 27 reflection reports from 9 pre-service teachers, this study applies the qualitative research method to analyze their interpretation, restructuring, and presentation of subject knowledge, with the purpose of investigating the relation between teachers' cognition of subject knowledge and teaching practice, as well as the cognitive dilemma of pre-service teachers' subject teaching knowledge and its reason. It was found that if pre-service teachers fail to recognize the independence and professionalism of subject knowledge, it would be difficult for them to appropriately incorporate subject knowledge into teaching practice, which would result in the deficiency of subject knowledge in teaching practice. Therefore, the teacher educators should supplement relevant subject knowledge to help pre-service teachers form a rational, holistic, and comprehensive understanding of the subject teaching knowledge, while pre-service teachers should deepen and reorganize their cognition of the subject knowledge, adjust the perspectives of examining teaching content, and appropriately present subject knowledge in teaching practice.https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.01.003pre-service teacherssubject teaching knowledgecognition of subject knowledgeteaching practicereflection report |
| spellingShingle | GUO Xuejun LIN Lin LI Na Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies Jiaoshi jiaoyu xuebao pre-service teachers subject teaching knowledge cognition of subject knowledge teaching practice reflection report |
| title | Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies |
| title_full | Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies |
| title_fullStr | Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies |
| title_full_unstemmed | Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies |
| title_short | Pre-service Teachers' Cognition of Subject Teaching Knowledge: Dilemmas, Reasons and Strategies |
| title_sort | pre service teachers cognition of subject teaching knowledge dilemmas reasons and strategies |
| topic | pre-service teachers subject teaching knowledge cognition of subject knowledge teaching practice reflection report |
| url | https://xbgjxt.swu.edu.cn/article/doi/10.13718/j.cnki.jsjy.2025.01.003 |
| work_keys_str_mv | AT guoxuejun preserviceteacherscognitionofsubjectteachingknowledgedilemmasreasonsandstrategies AT linlin preserviceteacherscognitionofsubjectteachingknowledgedilemmasreasonsandstrategies AT lina preserviceteacherscognitionofsubjectteachingknowledgedilemmasreasonsandstrategies |