A Research on PCK Status of English Major Teachers in Universities

Abstract

This study explores the current situation of pedagogical content knowledge of English teacher’ team in undergraduate colleges, which takes the pedagogical content knowledge model proposed by Grossman (1990) as the analysis framework, from four dimensions of knowledge about teaching purposes, knowledge about courses, knowledge about teaching strategies and knowledge about students. According to the advantages of current different resources, complementary resources are proposed to promote equal dialogue and cooperative exchanges, to promote teachers' teaching practice.