Analysis of the endogenous development strategies on clinical instructors'Pedagogical Content Knowledge
Chen Yu
Abstract：Objective To explore the endogenous development strategies on clinical instructors'Pedagogical Content Knowledge(PCK).Methods In order to sort out the current situation of PCK,fifty clinical instructors were chosen to accept a questionnaire survey.According to the basic principle of SECI model based on the mutual transformation between explicit knowledge and implicit knowledge and combining some ralatianal achievements of theoretical research and practical exploration,we conducted a study on the development route about clinical instructors'PCK.Results The fifty respondents'PCK was at a shallow level,specifically manifested as four issues of"Be-bad-at":be bad at transformation of subject knowledge in teaching meaning,be bad at presenting subject knowledge based on the medical discipline trainees'position,be bad at appropriate and scientific application of teaching strategy knowledge,and be bad at promoting teaching practice and teaching reflection,so the self PCK ability was not catalyzed and sublimated.SECI model expounded four processes of knowledge transformation,including combination,internalization,externalization and socialization,revealed the laws of interactions and changes between explicit knowledge and implicit knowledge,matched with PCK'characteristics such as tacitness,individuality and situatedness,and provided effective methods for the endogenous development of clinical instructors'PCK.Conclusion Four feasible routes about endogenous development of clinical instructors'PCK can be chosen,namely combination,internalization,externalization and socialization.
Keywords：clinical educationinstructorpedagogical content knowledgeendogenous developmentSECI model
Publication Date：2024-05-20
Online Publishing Date：2025-08-15(First online date of this platform, not the publication date of the document)
Pages：6( 338-342,347 )