Pedagogical Content Knowledge in the Context of Foreign and Second Language Teaching: A Review of the Research Literature

Evens, Marie

doi:10.30827/digibug.53944

Cited by 11 publications

(6 citation statements)

References 30 publications

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“…Research in content subjects such as mathematics and science has focused on experienced and novice teachers' PCK (Fraser, 2016;Karal & Alev, 2016;Luo, 2004). Other studies compared the PCK of teachers with teacher training versus those without training (Kissau & Algozzine, 2013;Schneider, 2015) or investigated which component of PCK (content knowledge or general teaching skills) is most prevalent (Evens et al, 2016;Lui, 2013). Another PCK research theme is studies that illustrate teachers' perspectives, PCK's in uence on teaching, and the PCK factors that impede or strengthen teachers' pedagogy (Creasy et al, 2012;Kratz & Schaal, 2015;Morrison & Luttenegger, 2015;Nilsson & Karlsson, 2019;Zhang & Zhan, 2014).…”

Section: Purposementioning

confidence: 99%

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

Bedeker

2023

Preprint

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The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.

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Section: Purposementioning

confidence: 99%

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

Bedeker

2023

Preprint

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“…However, the lack of a comprehensive investigation into the cumulative development of PCK hampers a holistic understanding of the subject. Similarly, while studies by Evens et al (2016) , Hubbard (2018) , De Rossi and Trevisan (2018) , and Grieser and Hendricks (2018) have provided valuable insights into specific aspects of PCK and TPACK, a coherent narrative spanning the entirety of PCK’s evolution is still missing. In light of these observations, it becomes apparent that the literature lacks a consolidated and chronological exploration of the development of PCK and TPACK frameworks in teaching mathematics.…”

Section: Introductionmentioning

confidence: 99%

From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review

Habiyaremye,

Ntivuguruzwa,

Ntawiha

2023

F1000Res

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Background: A study to reveal existing pedagogical content knowledge or technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics is crucial to inform the reader, teacher, and researcher. This review study intended to explore the trends of the pedagogical content knowledge (PCK) framework, how it has changed over time until the most recent version of technological and pedagogical content knowledge (TPACK) was developed, and their effectiveness in teaching mathematics. Methods: We initially downloaded 273 articles from the first 30 Google Scholar pages and analyzed 229 journal articles. We got 24 frameworks from 64 journal articles since Shulman’s first model in 1986. About 52 out of 229 were mathematics studies. Among these studies, we found that 18 studies have extensively investigated the use of identified frameworks. Results: The frameworks were presented and descriptively discussed in chronological order. The empirical studies that compared the role of pedagogical content knowledge and technological pedagogical content knowledge models among classrooms with teachers who possess and do not possess such skills were demonstrated. Conclusions: The gap in empirical studies was identified, and further studies about the intervention of PCK and TPACK models were suggested to gain more insight into the mathematics classroom.

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“…However, how CK, PK, and PCK interact with one another in the English as a foreign language (EFL) teaching context has not been fully resolved. Teaching EFL is distinct from the teaching of other subjects for various reasons, among which the most important one is that the content of language teaching and the medium of instruction are the same ( Evens et al, 2016 ; König et al, 2016 ). Given the unique feature of EFL teaching, any attempt to explore how EFL preservice teachers’ PK, CK, and PCK interact with each other would undoubtedly be necessary.…”

Section: Introductionmentioning

confidence: 99%

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge

et al. 2022

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Efforts to improve preservice teacher education have recently focused on developing teachers’ adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher’s professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program. Specifically, it explored the relationship among the three knowledge domains, and the effects of learning opportunities on their development. Findings revealed that preservice EFL teachers at a later stage outperformed those at an earlier stage with regard to PK and PCK. Our findings also suggested that there were positive correlations among PK, CK, and PCK at different stages of the teacher education program. Furthermore, the findings showed that courses on CK, PK, and PCK, and teaching experience significantly influenced preservice EFL teachers’ professional knowledge. However, the role of classroom observation was not significant. Implications for EFL teacher education and future research were also discussed.

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Pedagogical Content Knowledge in the Context of Foreign and Second Language Teaching: A Review of the Research Literature

Cited by 11 publications

References 30 publications

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

From pedagogical content knowledge toward technological pedagogical content knowledge frameworks and their effectiveness in teaching mathematics: A mapping review

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers’ Professional Knowledge

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