Abstract This study is an exploratory case study, which aims to explore the PCK development of full-time master of education pre-service chemistry teachers when experienced three different stages of PLC intervention, and then, to discuss the rationality of the current PLC intervention model. One of those full-time master of education pre-service chemistry teacher was selected as a typical case to present her PCK development of teaching "ionic reaction" by collecting multiple data sources. Park and Oliver (2008)'s Pentagon model of PCK structure was used to analyze the data. The main findings of this study indicated that the PCK structure as well as the connection of PCK elements were improved better and better after three stages of PLC intervention; Different stages of PLC intervention could effect on PCK development of those pre-service chemistry teacher but in different way and degree. Although PLC intervention can promote their PCK development, we also should pay great attention on the mechanism of PLC model, and further research on the duration and stability of their PCK development.
JIA Meng-Ying, ZHENG Chang-Long, HE Peng, YANG Gui-Rong. PLC-Based PCK Development of Full-Time Master of Education Pre-Service Chemistry Teachers: A Case Study of Teaching Practice on “Ionic Reaction”[J]. Chinese Journal of Chemical Education, 2018, 39(18): 50-55.
