Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

Liu, Siping

doi:10.5539/elt.v6n7p128

Cited by 21 publications

(20 citation statements)

References 36 publications

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“…That is to say, teacher participants found the content of the INSET classes useful in promoting the components (CK, TK, TCK, PK, PCK, TPK, TPACK) of their knowledge base. This finding is in line with that of Cahyono, Dwi Kournianti, and Mutiaraningrum (2016), Messina and Tabone (2012), Mouza and Wong (2009), Karimi (2011), Liu (2013), and Liu, Liu, Yu, Li, and Wen (2014) who reported the improvement of teachers' knowledge base after INSET classes.…”

Section: Discussionsupporting

confidence: 88%

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Mahmoodi¹,

Rashtchi²,

Abbasian³

2019

E&SD

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This study investigated the effect of in-service education and training (INSET) courses on grade 11 EFL teachers' knowledge base employing Kirkpatrick's four-level (reaction, learning, behavior, result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed a study at four stages. At the first stage, a standardized questionnaire, English language teachers' knowledge base (ELTKB), was administered to thirty 11 th grade teachers to examine their views regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were observed to explore to what extent the INSET courses had affected teachers' perceptions and actual job performance (learning). In the next step, 126 students filled in the students' questionnaire (SQ) regarding their perception of their teachers' teaching performance in the English classes before and after their attendance in INSET classes. At the final stage, the performance of the 126 students on a language proficiency test was measured to study to what extent their teachers' performance had affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations revealed the beneficial role of INSET classes in teachers' reaction, learning, and behavior. Moreover, the result of the program was positive since grade 11 students' language learning improved after their teachers' INSET class attendance. This program evaluation can be illuminating for stakeholders, policymakers, and curriculum designers.

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Section: Discussionsupporting

confidence: 88%

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Mahmoodi¹,

Rashtchi²,

Abbasian³

2019

E&SD

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“…There are only a few studies that deal pedagogical content knowledge amongst language teachers (unlike mathematics or science teachers) and these centre above all on L2 teaching (Liu 2013). Andrews (2003) relates teaching language awareness with pedagogical content knowledge and mentions Tsui's (2003) study, which demonstrates that in language this later concept may be broken down into four dimensions: knowledge of the language; knowledge of language teaching and learning; knowledge of how teaching should be organized; knowledge of the curriculum, and knowledge of students' interests.…”

Section: From Initial Education To the Portuguese L1 Classroommentioning

confidence: 99%

From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar

Cardoso

Pereira

Leite

et al. 2018

DELTA

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The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.

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“…In the field of English language teacher education, experts play a key role in developing the kind of knowledge on the part of the student teachers. Such a kind of knowledgeof the teacher can be incorporated with other components such as the subject matter content knowledge and pedagogical knowledgewhich are prerequisites for teaching practices of the student teachers (Liu, 2013). Further, student teachers must be equipped with sufficient knowledge and effective teaching skills (Darling-Hammond & Bransford, 2007;Darling-Hammond, 1999).…”

Section: Introductionmentioning

confidence: 99%

Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

Journal¹,

Al-Jaro²,

Asmawi³

et al. 2017

Preprint

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This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers' PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers' PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

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Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

Cited by 21 publications

References 36 publications

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar

Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

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