Original article | International Journal of Progressive Education 2018, Vol. 14(3) 123-140
Kürşat Cesur & Abdullah Ertaş
pp. 123 - 140 | DOI: https://doi.org/10.29329/ijpe.2018.146.9 | Manu. Number: MANU-1804-11-0002.R2
Published online: June 30, 2018 | Number of Views: 112 | Number of Download: 198
The study aims to investigate the pedagogical content knowledge of the prospective language teachers in the English Language Teaching Department of Canakkale Onsekiz Mart University. The mixed research method, sequential explanatory research design was used to collect and analyze the data. Quantitative data obtained from 127 prospective teachers via the questionnaire were analyzed using descriptive and inferential statistics. The researchers made use of content analysis in order to analyze the qualitative data obtained from document analysis, observation procedures, and interviews of the three participants. Themes and codes were created from the transcriptions of the qualitative data collection instruments to conduct both within-case and cross-case analyses aiming to explain the quantitative results. Results reveal that prospective teachers of English believe they do not have required knowledge of the language they teach though they see themselves competent in other knowledge domains. Though they believed they would use communicative methods to language teaching, they preferred using grammar translation method while presenting the new vocabulary items. What they believed they could do and what they actually did were also different considering their knowledge on planning lessons, knowledge of their learners, and knowledge on assessment. Last but not least, their knowledge domain was shaped not only by the teaching experience they had during the Community Service Practices Course and the private courses they had given, but also by pre-service teacher education. Bearing these results in mind, some implications for teacher education were provided at the end of the study.
Keywords: EFL Teachers’ Knowledge Base, Pedagogical Content Knowledge, Mixed Research Method, Sequential Explanatory Research Design
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Akyel, A. (1997). Experienced and student EFL teachers’ instructional thoughts and actions. Canadian Modern Language Review, 53, 678-704.
Ariogul, S. (2006). Exploring of teacher knowledge base: A qualitative study of English as a foreign language (EFL) teachers’ practical knowledge in Turkey. Unpublished Doctoral Dissertation, Indiana University, Bloomington, IN.
Atay, D., Kaşlıoğlu, Ö. & Kurt, G. (2010). The pedagogical content knowledge development of prospective teachers through an experiential task. Procedia Social and Behavioral Sciences, 2, 1421-1425
Banegas, D. L. (2009). Content knowledge in teacher education: Where professionalisation lies. ELTED, 12. Retrieved May 9, 2011, from www.elted.net/issues/volume-12/index.htm
Bartels, N. (2009). Knowledge about language. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 125-134). Cambridge, UK: Cambridge University Press.
Baxter, J. A. & Lederman, N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 147-161). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Bigelow, M. H. & Ranney, S. E. (2005). Pre-service ESL teachers’ knowledge about language and its transfer to lesson planning. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 179-200). New York: Springer.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı (6. Baskı). Ankara: Pegem A.
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-298.
Creswell, J. W., Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. B. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage Publications.
Çakır, R. (2008). Preservice and inservice basic education computer teachers’ professional growth in terms of their perceptions of teaching, pedagogical competencies and subject matter knowledge. Unpublished Doctoral Dissertation, Middle East Technical University, Ankara.
Demirel, Ö. (1989). Yabancı dil öğretmenlerinin yeterlilikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 4, 5-26.
Elbaz, F. (1981). The teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry, 11(1), 43-71.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-13.
Freeman, D. & Johnson, K. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417.
Freeman, D., & Richards, J. C. (Eds.) (1996). Teacher learning in language teaching. New York: Cambridge University Press.
Gess-Newsome, (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3-17). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Golombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teacher College Press.
Guyton, E., & Farokhi, E. (1987). Relationships among academic performance, basic skills, subject matter knowledge, and teaching skills of teacher education graduates. Journal of Teacher Education, 36(3), 37-42.
Harmer, J. (1998). How to teach English. Harlow: Longman.
Hislam, J. & Cajkler, W. (2005). Teacher trainee’s explicit knowledge of grammar and primary curriculum requirements in England. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 295-312). New York: Springer.
Ivankova, N. V., Creswell, J. W., & Stick, S. (2006). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20.
Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Journal Educational Researcher, 33(7), 14-26.
Johnston, B., & Goettsch, K. (2000). In search of the knowledge base of language teaching: Explanations by experienced teachers. The Canadian Modern Language Review, 56(3), 437-468.
Koçoğlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia – Social and behavioral Sciences. 1(1), 2734-2737.
Köksal, D. & Cesur, K. (2012). Students and instructors’ perceptions of objective tests used to assess language performance at university level. Journal of Theory and Practice in Education, 8(1), 41-53.
Kwo, O. (1996). Learning to teach English in Hong Kong classrooms: Patterns of reflections. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 295-319). Cambridge: Cambridge University Press.
Lune, H. & Berg, B. L. (2017). Qualitative research methods for social sciences (9th ed.). Vivar, Malaysia: Pearson.
Major, C. H. & Palmer, B. (2006). Reshaping teaching and learning: The transformation of faculty pedagogical content knowledge. Higher Education, 51(4), 619–647.
McCaughtry, N. (2005). Elaborating pedagogical content knowledge: What it means to know students and think about teaching. Teachers and Teaching: theory and practice, 11(4), 379–395.
McMillan, J. & Schumacher, S. (1993). Research in education: A conceptual introduction. New York: Harper Collins College Publishers.
Meijer, P. C., Verloop, N., & Beijard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching & Teacher Education, 15, 59-84.
Meijer P. C., Verloop, N., & Beijard, D. (2001). Similarities and differences in teachers’ practical knowledge about teaching reading comprehension. Journal of Educational Research, 94(3), 171-184.
Merriam, S. B. (1998). Qualitative research and case study applications in education (Rev. ed.). San Francisco: Jossey-Bass, Inc.
Minor, L. C., Onwuegbuzie, A. J., & Witcher, A. E. (2000). Preservice teachers’ perceptions of characteristics of effective teachers: A multi-stage mixed method analysis. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Lexington, KY.
Mok, W. E. (1994). Reflecting on reflections: A case study of experienced and inexperienced ESL teachers. System, 22, 93-111.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of curriculum studies, 19(4), 317-328.
Pemberton, R. (2003). Remembering vocabulary. Center for Language Education, HKUST. Retrieved August 10, 2012, from http://lc.ust.hk/~sac/advice/english/vocabulary/V4.htm
Popko, J. (2005). How MA-TESOL students use knowledge about language in teaching ESL classes. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 387-404). New York: Springer.
Richards, J. C. (1991). Content knowledge and instructional practice in second language teacher education. Originally published in J. Alatis (Ed.), Georgetown Roundtable on Languages and Linguistics. Washington, DC: Georgetown University Press. Retrieved July15, 2011, from http://www.professorjackrichards.com/wp-content/uploads/content-knowledge-and-instructional-practice.pdf
Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge, UK: Cambridge University Press.
Richards, J. C. (2011). Competence and performance in language teaching. New York: Cambridge University Press.
Saraç-Süzer, S. H. (2007a). Examining methodological issues through pedagogical and practical knowledge of experienced teachers: A case study. Unpublished Doctoral Dissertation, Hacettepe University: Ankara.
Saraç-Süzer, S. H. (2007b). Teacher knowledge on grammar teaching: A case study. Hacettepe University Journal of Education, 32, 255-265.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Strauss, S. (1993). Teachers’ pedagogical content knowledge about children’s minds and learning: Implications for teacher education. Educational Psychologist, 28(3), 279-290.
Sundusiyah, A. (2009). A self-study: Improving pedagogical content knowledge of pronunciation teaching [Abstract]. CELT Journal,9(1). Retrieved August 22, 2012, from http://www.journalcelt.com/2011/12/self-study-improving-pedagogical.html
Şahin, Y. (2006). Yabancı dil öğretmenlerinin eğitbilimsel ve alan bilgisi açısından değerlendirilmesi [An evaluation of foreign language teachers from the perspectives of education and field knowledge]. Unpublished Doctoral Dissertation, Ankara University: Ankara.
Şallı-Çopur, D. (2008). Teacher effectiveness in initial years of service: A case study on the graduates of METU foreign language education program. Unpublished Doctoral Dissertation, METU: Ankara.
Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99-110.
Tashakkori, A. & Teddlie, C. B. (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage Publications.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge: Cambridge University Press.
Zhang, W. (2008). In search of English as a foreign language (EFL) teachers' knowledge of vocabulary instruction. Unpublished Doctoral Dissertation, Georgia State University.
June 2018All Articles