The Manifestations of Micro and Macro Categories of Pedagogical Content Knowledge in the Practices of Prospective EFL Teachers

Autor/inn/en	Sariçoban, Arif; Kirmizib, Özkan
Titel	The Manifestations of Micro and Macro Categories of Pedagogical Content Knowledge in the Practices of Prospective EFL Teachers
Quelle	In: Journal of Language and Linguistic Studies, 16 (2020) 2, S.661-683 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sariçoban, Arif) ORCID (Kirmizib, Özkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Pedagogical Content Knowledge; Classification; Preservice Teachers; Language Teachers; English (Second Language); Second Language Instruction; Preservice Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Classification system; Klassifikation; Klassifikationssystem; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The present study was undertaken through a qualitative research model in order to examine which subcategories of Pedagogical Content Knowledge (PCK) emerged during the practicum process of four novice English teachers enrolled in a teaching certificate (formation) program at a public university. The teaching sessions of four prospective teachers (PTs) were recorded and follow-up interviews were conducted with the prospective teachers. "Stimulated recall technique" was used in the interviews. Each prospective teacher was observed for four times and the lessons conducted by prospective teachers were recorded. The PCK categorization suggested by Moradkhani et al. (2013) was utilized. They categorized PCK in 8 macro categories with accompanying micro categories. The study was conducted throughout one semester in which the novice teachers were supposed to complete their practicum. The results indicated that knowledge of students is extremely important in the language teaching process, which is followed by knowledge of transferring knowledge and knowledge of teaching techniques. Further, findings also indicate that PTs need development in knowledge of language, knowledge of language teaching methods, and knowledge of linguistics. PTs must develop insight into how to provide effective input. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01