AN An Innovative Management Model for the Development of Pedagogical Content Knowledge (PCK) for Teachers of Less Commonly Taught Languages (LCTLs) in Universities in Yunnan Province, China
คำสำคัญ:
Pedagogical Content Knowledge (PCK), Less Commonly Taught Languages (LCTLs), Teacher Efficacy, Ecological Systemsบทคัดย่อ
This study investigates the development of Pedagogical Content Knowledge (PCK) among teachers of Less Commonly Taught Languages (LCTLs) in universities in Yunnan Province, China. Using a mixed-methods approach that integrates the Theory of Planned Behavior (TPB) and Ecological Systems Theory (EST), the research identifies key factors influencing PCK. It proposes an innovative management model for enhancing PCK among LCTL teachers. A sample of 243 LCTL teachers was surveyed, complemented by in-depth interviews with 34 teachers. Quantitative data were analyzed using Structural Equation Modeling (SEM), while qualitative data were analyzed with NVivo software.
The demographic analysis revealed a predominantly female sample (77.8%) with most teachers aged 31-40 (66.7%). Reliability analysis indicated strong measures consistency (Cronbach's alpha: 0.835-0.868). Significant correlations were found between PCK and teacher attitudes (r = 0.344, p < 0.01), efficacy (r = 0.456, p < 0.01), and environment (r = 0.399, p < 0.01). SEM results highlighted teacher efficacy (Standardized Estimate = 0.405, p = 0.011) and ecological environment (Standardized Estimate = 0.54, p < 0.001) as strong predictors of PCK development. The study confirms the critical impact of teacher efficacy, attitudes, and ecological environment on PCK development. An innovative management model is proposed, focusing, on promoting positive teacher attitudes, optimizing teacher ecosystems, enhancing teacher efficacy, and providing continuous professional development. These strategies aim to improve teaching quality and efficacy among LCTL teachers, ultimately benefiting foreign language education in Yunnan Province.
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