Pedagogical Content Knowledge (PCK) Formation of Pre-Service Kindergarten Teachers in China: A Grounded Theory Approach

Tingting Liu

doi:10.54097/ma6spf72

Authors

Tingting Liu

DOI:

https://doi.org/10.54097/ma6spf72

Keywords:

Pedagogical Content Knowledge (PCK), Pre-Service Kingdergarten Teachers, A Grounded Theory Approach

Abstract

The quality of education significantly depends on the professionalism and expertise of teachers. Over the years, the evolving demands of education have underscored the need for teachers to possess a unique blend of content knowledge and pedagogical skills. Pedagogical Content Knowledge (PCK), conceptualized by Shulman, emerges as a pivotal framework that encapsulates the integration of content knowledge (CK) and pedagogical knowledge (PK), reflecting the essential competencies required for effective teaching.

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References

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