Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Seyyed Mohammad Reza Adel, Mostafa Azari Noughabi
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引用次数: 0

Abstract

ABSTRACT Pedagogical content knowledge (PCK) has been extensively studied in science teacher education. However, scant research attention within the domain of Teaching English as a Foreign Language (TEFL) has been paid to teachers’ PCK. With an interpretive qualitative design, the present study aimed to investigate whether pre-service English as a Foreign Language (EFL) teachers’ PCK could be developed through an enriched teacher education program in the Iranian context. The program, including 12 sessions for increasing four teachers’ knowledge of strategies, students, and curriculum, was enriched by providing the teachers with opportunities to present the content through effective strategies, reflect on teaching practices through viewing videos, and receive mentoring. The data were gathered through video-stimulated recall, semi-structured interview, field notes, and classroom observation. After qualitative data analysis, five major themes emerged. The findings indicated that enriched teacher education programs could help pre-service EFL teachers reflect on their pedagogical practices and develop their PCK; however, these programs would not be sufficient. In addition, analysing the observational data indicated that enriched teacher education programs could mainly influence pre-service EFL teachers’ knowledge of teaching strategies as one of the main subareas of PCK. Finally, pedagogical implications and suggestions for future research are offered.
通过丰富的教师教育计划发展教学内容知识(PCK)——以四名伊朗职前英语教师为例
教学内容知识(PCK)在科学教师教育中得到了广泛的研究。然而,在对外英语教学领域,对教师PCK的研究却很少。本研究采用解释性定性设计,旨在调查在伊朗背景下,是否可以通过丰富的教师教育计划来发展职前英语作为外语(EFL)教师的PCK。该项目包括12个课程,旨在提高四名教师对策略、学生和课程的知识,通过为教师提供机会,通过有效的策略展示内容,通过观看视频反思教学实践,并接受指导,丰富了课程内容。数据是通过视频刺激回忆、半结构化访谈、现场笔记和课堂观察收集的。经过定性数据分析,出现了五大主题。研究结果表明,丰富的教师教育计划可以帮助职前英语教师反思自己的教学实践,发展自己的PCK;然而,这些计划是不够的。此外,对观察数据的分析表明,丰富的教师教育计划作为PCK的主要子区域之一,主要影响职前EFL教师的教学策略知识。最后,对今后的研究提出了教学启示和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Pedagogies
Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
0.00%
发文量
25
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