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

Abstract

Based on the grounded theory, this study conducted in-depth interviews and research on 6 kindergarten teachers, and reached relevant conclusions about the current situation and optimization strategies of PCK for pre-service kindergarten teachers of China.Given the crucial role of PCK in effective teaching, this study also examines the specific challenges preservice early childhood teachers face in developing PCK. It will provide insights into the current state of teacher education in China and offer recommendations for enhancing the professional preparation of early childhood teachers. By addressing the gap between theoretical knowledge and practical application, this research aims to contribute to the improvement of teacher education programs, ultimately leading to better educational outcomes for young children.