Research on the Status-quo of Language Teacher’s PCK for Reading Instruction

DOI

10.2991/assehr.k.220131.054How to use a DOI?

Keywords

PCK; Language Teacher; Reading teaching; Teaching literacy

Abstract

The key to deeply understand the intrinsic nature of language teachers’ reading instruction is to understand their Pedagogical Content Knowledge (PCK). Based on Wang Rongsheng’s 9-level progressive criteria for the content of reading instruction, this study has designed a questionnaire for teachers’ PCK and an interview outline. The study has found three types of problems: teachers’ lack of understanding of students’ cognition, lack of obvious genre-based design features, and insufficient teacher training. As a result, teachers are required to improve their teaching literacy in 3 aspects: problem-based curriculum design, teaching evaluation and feedback as well as pre-service and in-service training.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Di Zhao
PY  - 2022
DA  - 2022/02/01
TI  - Research on the Status-quo of Language Teacher’s PCK for Reading Instruction
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 299
EP  - 305
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.054
DO  - 10.2991/assehr.k.220131.054
ID  - Zhao2022
ER  -