Pedagogical Content Knowledge in Language Education

The Language Learning Journal, 2014

The relationship between language pedagogy and the content and language integrated learning (CLIL) classroom is a key issue for research into CLIL. In the Netherlands, as in other European contexts, non-native speakers of a target language with a non-language teaching background teach CLIL content lessons. Whilst CLIL teachers teaching their subject through the L2 are expected to support language learning in their lessons, little is known about these teachers' knowledge of language pedagogy. This article reports on a small-scale research project in a Dutch CLIL context, which explores experienced CLIL subject teachers' practical knowledge base regarding the actions and activities for language learning in their lessons. The study draws on recent educational research which focuses on teacher knowledge of the learning processes in their classrooms. It takes Long's (2009) methodological principles (MPs) for effective language teaching as the point of reference for describing the teachers' knowledge about pedagogy supporting language learning in their CLIL lessons.

2018

This is a case study on the pedagogical content knowledge of two ESL primary school teachers. The importance of pedagogical content knowledge among teachers is pertinent as the knowledge contributes significant influence on students’ performances and achievement. The research question addresses on 1) how pedagogical content knowledge (PCK) influences the ESL teachers’ instructional practice in classrooms 2) the challenges faced by ESL teachers in the teaching and learning process. The data was collected through observations and semi structured interview sessions for a period of five weeks. Atlas t.i. version 7 application was used to analyze the data. The findings revealed that the novice participant had sufficient pedagogical content knowledge but was not able to deliver the content successfully in a manner that the low achievers were able to comprehend. Alternatively, the experienced participant was confident in delivering the lesson using a variety of examples, teaching aids and ...

This paper considers the pedagogical content knowledge Indonesian teachers require implementing the 2013 Curriculum and developing their junior high school learner's written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. This study identified this regulation defines and derives the concept of PCK into what it calls teachers' four competencies, namely pedagogical, professional, personal, and social competencies.

jurnal.upi.edu

2015

Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80’s. It is defined as the integration or amalgamation of pedagogy and content which basically covers the ‘what’ and ‘how’ of teaching. PCK was considered as the missing paradigm in the study of teaching. This integration of knowledge was long searched by the scholars in the United States in their effort to elevate teaching to the professional status similar to that of doctor, lawyer and engineer. As PCK is the knowledge of teaching, this concept paper presents an overview on definitions of teaching, indicators and knowledge bases required in good teaching. This paper also presents the conceptions and models of PCK, the processes (PRA Model) involved in the growth and development of PCK of teachers and the importance of PCK.

Indonesian Journal of Applied Linguistics, 2012

2016

This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.