© 2006

ISBN-13: 978–962–8077–98–4ISBN-10: 962–8077–98–8

1

2 0 0 2 9

20 80 Shulmanpedagogical content knowledge

contextpedagogical content knowing

collaboration/participationsca f fo ld ing / r e f l ec t i on

enactment 90school

improvement

2

teaching capacity

20 80 Shulman 1986pedagogical content knowledge

pedagogy subject-matter knowledge

missing paradigmShulman

90 school improvement

32000 12

1999 9

1999–2002 2002 91990

2003 1–1

cognitive dissonance Prawat, 1992

2002

knowledgebase

4 subject departmentcollaboration

teacher education

Sawyer, 2002

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sample school55 11

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c o n t e n tknowledge

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to chooseto supplement

merchandiser

R o t h ,Anderson, & Smith, 1987

Grossman, Wilson, & Shulman, 1989

1999

Grossman et al., 1989

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transformation

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managerial administrationcommunication

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20042004–2005

postgraduate program on subject knowledge

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19

20 80 Shulman 1986Shulman 1987

12 3

45

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90

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subject matter knowledgepedagogical knowledge

Shulman 1986,1 9 8 7

genera lpedagogy

amalgaman integrated understanding Cochran, DeRuiter,

& King, 1993

Grossman et al., 1989 20Dewey, 1902/1976

staticlist of competencies

contextspecific context

general educational contextCarlsen, 1999

21

Daehler & Shinohara, 2001

experienced teachers

conceptual/content knowledge

substantive knowledge/Subject matterstructure

Gess-Newsome, 1999; Grossman et al., 1989factual information

organizing principlescentral concepts

relationship among conceptsbeliefs about subject matter

22

dynamic

idiosyncratic changeable

Gudmundsdott ir ,1987 f lu id , f lexib le

Buchmann, 1984 continualCochran et al. 1993 Shulman

knowledgeknowing

knowing process

Kwakman, 2003

23

Morine-Dershimer & Kent 1999 Grossman 1989

pedagogical reasoning

process modelGudmundsdottir, 1991

Grossman, 1989 Magnusson, Krajcik, & Borko1999

meaningful contextsituating learning experiences

1. actual classroom situation2. participation3.

scaffolded as they take on the challenge4. col labora t ion ref lec t ion

enactment

24

Magnusson et al. 1999

collaboration/participation scaffolding/reflection enactment

Poulson & Avramidis 2002agents

cri t ical fr iend mentortrusted colleague

cognitiveemotion

25d i s c u s s i o n c h a l l e n g ePerry, Komesaroff, & Kavanagh, 2002

Magnusson et al. 1999

Magnusson et al. 1999

Poulson & Avramidis 2002

26

27

Hargreaves, 2002

1999

2003

200312

282004

15

2003

2003

Buchmann, M. (1984). The flight away from content in teachereducation and teaching. In J. Raths & L. Katz (Eds.), Advancesin teacher education (Vol. 1, pp. 29–48). Norwood, NJ: Ablex.

Carlsen, W. (1999). Domains of teacher knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogicalcontent knowledge: The construct and its implications forscience education (pp. 133–144). Dordrecht, the Netherlands:Kluwer Academic Publishers.

Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogicalcontent knowing: An integrative model for teacher preparation.Journal of Teacher Education, 44(4), 263–272.

Daehler, K. R., & Shinohara, M. (2001). A complete circuit is acomplete circle: Exploring the potential of case materials andmethods to develop teachers’ content knowledge andpedagogical content knowledge of science. Research inScience Education, 31(2), 267–288.

Dewey, J. (1976). The child and the curriculum. In J. A. Boydston(Ed.), John Dewey: The middle works, 1899–1924, Vol. 2:1902–1903 (pp. 273–291). Carbondale, IL: Southern IllinoisUniversity Press. (Original work published 1902)

29Gess-Newsome, J. (1999). Secondary teachers’ knowledge and

beliefs about subject matter and their impact on instruction.In J. Gess-Newsome & N. G. Lederman (Eds.), Examiningpedagogical content knowledge: The construct and itsimplications for science education (pp. 51–94). Dordrecht,the Netherlands: Kluwer Academic Publishers.

Grossman, P. L. (1989). Learning to teach without teacher education.Teachers College Record, 91(2), 191–208.

Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers ofsubstance: Subject matter knowledge for teaching. In M. C.Reynolds (Ed.), Knowledge base for the beginning teacher(pp. 23–36). Oxford: Pergamon Press.

Gudmundsdottir, S. (1987). Pedagogical content knowledge:Teachers’ ways of knowing. Paper presented at the annualmeeting of the American Educational Research Association,Washington, DC. (ERIC Document Reproduction ServiceNo. ED290701)

Gudmundsdottir, S. (1991). Pedagogical model of subject matter.In J. Brophy (Ed.), Advances in research on teaching (Vol. 2,pp. 265–304). Greenwich, CT: JAI Press.

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Kwakman, K. (2003). Factors affecting teachers’ participation inprofessional learning activities. Teacher and TeacherEducation, 19(2), 149–170.

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources anddevelopment of pedagogical content knowledge for scienceteaching. In J. Gess-Newsome & N. G. Lederman (Eds.),Examining pedagogical content knowledge: The constructand its implications for science education (pp. 95–132).Dordrecht, the Netherlands: Kluwer Academic Publishers.

30Morine-Dershimer, G., & Kent, T. (1999). The complex nature and

sources of teachers’ pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogicalcontent knowledge: The construct and its implications forscience education (pp. 21–50). Dordrecht, the Netherlands:Kluwer Academic Publishers.

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31Leadership Role of Panel Chair in the

Implementation of the Newly Revised SecondaryChinese Language Curriculum: The Enhancement of

Professional Knowledge and Collaboration

TONG Choi-Wai & LUI Pan

Abstract

The Newly Revised Secondary Chinese Language Curriculumof Hong Kong was implemented in September 2002. There weresignificant changes in terms of the concept of design and theselection of learning materials. The injection of new ideas in majorissues, such as the principles behind teaching, demanded thecorresponding enhancement in teachers’ professional capacity. Asa subject panel chair, the steering and implementation of thecurriculum reform, the upgrading of fellow teachers’ knowledgeand skills, as well as the shift of the teachers’ attitude towardcurriculum and teaching are crucial to both the development andthe realization of the new curriculum at school level.

Shulman was the first scholar to bring up the concept ofpedagogical content knowledge in the 1980s. He viewed thatteachers’ professional building should not be confined to any onekind of knowledge, but an amalgamation of all the essentials. Sucha capacity building could not be undertaken by an individual alonebut required collaboration/participation among colleagues, and theenactment by the management. In the 1990s, teachers’ effectivenesshas been further viewed from the perspectives outside the individual.

This article analyzes the operation of a Chinese LanguagePanel in a local secondary school, and explore, in the process ofimplementation of the newly revised curriculum, the states of theteachers’ professional knowledge and collaboration, as well as thework of the panel chair in enhancing teachers’ professionalknowledge and promotion of collaboration within the panel.