Research Article
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Year 2020, Volume: 16 Issue: 2, 661 - 683, 24.06.2020
https://doi.org/10.17263/jlls.759270

Abstract

References

  • Admiraal, W. & Berry, A. (2016) Video narratives to assess student teachers’ competence as new teachers, Teachers and Teaching, 22(1), 21-34.
  • Akbari, R., & Dadvand, B. (2011). Does formal education make a difference? A comparison of pedagogical thought units of BA vs. MA teachers. Modern Language Journal, 95(1), 44-60.
  • Akbari, R., & Dadvand, B. (2014). Pedagogical knowledge base: A conceptual framework for teacher admission. System, 42(1), 12-22
  • Al-Issa, A.S.M. (2017). Qualities of the professional English language teacher educator: Implications for achieving quality and accountability, Cogent Education, 4, 1-17.
  • Ariffin, T. F. T., Bush, T., & Nordin, H. (2018). Framing the roles and responsibilities of excellent teachers: Evidence from Malaysia. Teaching and Teacher Education, 73, 14–23. https://doi.org/10.1016/j. tate.2018.03.005
  • Balbay, S., & Pamuk, Ġ., Temir, T. Doğan, C. (2018). Issues in pre-service and in-service teacher training programs for university English instructors in Turkey. Journal of Language and Linguistic Studies, 14(2), 48-60
  • Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.
  • Barnes, A. E., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1–11. https://doi.org/10.1016/j.tate.2017.11.004
  • 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
  • Britt Postholm, M. (2019). The teacher educator’s role as enacted and experienced in school-based development, Teachers and Teaching, DOI: 10.1080/13540602.2019.1587403
  • Celen, K.M. & Akcan, S. (2017). Evaluation of an ELT Practicum Programme from The Perspectives of Supervisors, Student Teachers and Graduates, Journal of Teacher Education and Educators, 6(3), 251-274.
  • Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teaching Education, 24(4), 345-380
  • Conklin, H. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37, 317–333.
  • Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: SAGE.
  • Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
  • Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In A. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 813e828). Mahwah, NJ: Erlbaum.
  • Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation of theory to practice in the education of teachers, third yearbook, National Society for the Scientific Study of Education, part I (pp. 9–30). Chicago: The University of Chicago Press.
  • Dirk S. Wsopawiro, Rosanne C. Zwart & Jan H. van Driel (2017) Identifying pathways of teachers’ PCK development, Teachers and Teaching, 23(2), 191-210, DOI: 10.1080/13540602.2016.1204286
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-13.
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108
  • Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language acquisition. Mahwah, NJ: Erlbaum
  • Gass, S.M. (2015). Methodologies of Second Language Acquisition, In Martha Bigelow and Johanna Ennser-Kananen (eds.) The Routledge handbook of educational linguistics, New York: Routledge.
  • Gatbonton, E. (1999). Investigating experienced ESL teachers' pedagogical knowledge. The Modern Language Journal, 83(1), 35-50.
  • Gitomer, D., Brown, T., & Bonett, J. (2011). Useful signal or unnecessary obstacle? The role of basic skills tests in teacher preparation. Journal of Teacher Education, 62, 431–445.
  • Gitomer, D. H., & Zisk, R. C. (2015). Knowing what teachers know. Review of Research in Education, 39, 1-53. Genç, Z. S. (2016). More practice for pre-service teachers and more theory for inservice teachers of English language. Procedia- Social and Behavioral Sciences, 232, 677-683.
  • Geerarerts, K., Tynjälä, P., Markkanen, I., Pennanen, M., Heikkinen, H. L. T., & Gijbels, D. (2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38, 358–377.
  • Goodwin, A., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65, 284–302
  • Freeman, D. (1991). To make the tacit explicit”: Teacher education, emerging discourse, and conceptions of teaching. Teaching and Teacher Education, 7, 439-454.
  • Jansem, A. (2014). Exploring Non-Native EFL Teachers’ Knowledge Base: Practices and Perceptions, International Journal of Applied Linguistics & English Literature, 3(6), 252-259.
  • Jewitt, C. (2008). Technology, Literacy and Learning: A Multimodal Perspective. London: Routledge.
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Karimi, M.N. and Norouzi, M. (2017). Scaffolding teacher cognition: Changes in novice L2 teachers' pedagogical knowledge base through expert mentoring initiatives, System, 65, 38-48.
  • Kate, C. (2014). Multimodal transcription of video: examining interaction in Early Years classrooms, Classroom Discourse, 5(1), 6-21, DOI: 10.1080/19463014.2013.859846
  • Kırmızı, Ö. & Tosuncuoglu, İ. (2019). Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey, English Language Teaching, 12(4), 127-138.
  • Kissau, S. & Algozzine, B. (2017). Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge, Foreign Language Annals, 50(1), 114-134. Knoblauch, H., B. Schnettler, J. Raab, and H. Soeffner. (2006). Video Analysis – Methodology and Methods. Frankfurt: Peter Lang.
  • Korhonen, H., Heikkinen, H. L. T., Kiviniemi, U., & Tynjälä, P. (2017). Student teachers’ experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland. Teaching and Teacher Education, 61, 153–163.
  • Kömür, Ş. (2010) Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers, Teaching Education, 21:3, 279-296, DOI: 10.1080/10476210.2010.498579
  • König, J., Lammerding, S., Nold, G. Rohde, A. Strauß, S., and Tachtsoglou, S. (2016). Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education, Journal of Teacher Education, 67(4) 320–337.
  • Lantolf, J. 2012. Sociocultural theory: A dialectical approach to L2 research. In S. Gass and A. Mackey, (Eds.), The Routledge handbook of second language research (pp. 56–72). New York: Routledge.
  • Lau, S. M. C., & Stille, S. (2014). Participatory research with teachers: Toward a pragmatic and dynamic view of equity and parity in research relationships. European Journal of Teacher Education, 37, 156–170
  • Leont’ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 37–71). Armonk, NY: M.E. Sharpe.
  • Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching, Teachers and Teaching, 1-13, DOI: 10.1080/13540602.2019.1633294.
  • Luckmann, T. (2006). Some Remarks on Scores in Multimodal Sequential Analysis. In Video Analysis- Methodology and Methods, Hubert Knoblauch, Bernt Schnettler, Jürgen Raab and Hans-Georg Soeffner (Eds.), Frankfurt: Peter Lang.
  • Maaranen, K., Kynäslahti, H. Byman, R., Jyrhämä, R. & Sintonen, S. (2019): Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1566317
  • Mau, R. Y. (1997) Concerns of student teachers: Implications for improving the practicum. Asia-Pacifc Journal of Teacher Education, 25(1), 53-65.
  • Merç, A. (2015). Assessing the performance in EFL teaching practicum: Student teachers’ views. International Journal of Higher Education, 4(2), 44-56.
  • Mietinnen, R. (2009). Dialogue and creativity. Activity theory in the study of science, technology and innovations. Berlin: Lehmanns Media.
  • Moats, L., & Foorman, B. (2003). Measuring teachers’ content knowledge of language and reading, Annals of Dyslexia, 53, 23–45.
  • Moradkhani, S., Akbari, R., Ghafar Samar, R., & Kiany, G. R. (2013). English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories. Australian Journal of Teacher Education, 38(10). 123-141.
  • Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal, 90, 48-66.
  • Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Kuram ve Uygulamada Egitim Bilimleri, 8, 611–645
  • Redmond, P. & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel, British Journal of Educational Technology, 50(4), 1–15.
  • Salter, K. L., & Kothari, A. (2016). Knowledge ‘Translation’ as social learning: Negotiating the uptake of research-based knowledge in practice. BMC Medical Education, 16(76), 1–10
  • Sanchez, H. S. & Borg, S. (2014). Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on their grammar explanations, System, 44, 45–53.
  • Sarıçoban, A., Tosuncuoğlu, İ. & Kırmızı,Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of preservice EFL teachers learning to teach English as a foreign language. Journal of Language and Linguistic Studies, 15(3), 1122-1138., Doi: 10.17263/jlls.631552.
  • Shagrir, L. (2010). Professional development of novice teacher educators: Professional self, interpersonal relations and teaching skills. Professional Development in Education, 36, 45–60. https://doi.org/10.1080/19415250903454809
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22
  • Spear, A. M., & da Costa, R. B. (2018). Potential for transformation? Two teacher training programs examined through a critical pedagogy framework. Teaching and Teacher Education, 69, 202–209. https://doi. org/10.1016/j.tate.2017.10.013
  • Tedick, D. (2013). Embracing proficiency and program standards and rising to the challenge: A response to Burke. Modern Language Journal, 97, 535–538.
  • Tsiotakis, P., & Jimoyiannis, A. (2016). Critical factors towards analyzing teachers’ presence in online learning communities. Internet and Higher Education, 28, 45–58. https://doi.org/10.1016/j. iheduc.2015.09.002
  • van Compernolle, R. A. and Henery, A. (2015). Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge, Language Teaching Research, 19(3) 351–372.
  • Van Driel, J. H. (2014). Professional learning of science teachers. In C. Bruguiere, A. Tiberghien, & P. Clement (Eds.), Topics and trends in current science education (pp. 139–156). Dordrecht: Springer.
  • Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.
  • Wu, H. (2009). What’s sophisticated about elementary mathematics? American Educator, 33, 4–14.
  • Yan, C., & He, C. (2010). Transforming the existing model of teaching practicum: A study of Chinese EFL student teachers’ perceptions. Journal of Education for Teaching, 36(1), 57-73.
  • Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.

The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers

Year 2020, Volume: 16 Issue: 2, 661 - 683, 24.06.2020
https://doi.org/10.17263/jlls.759270

Abstract

The present study was undertaken through a qualitative research model in order to examine which sub-categories 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.

References

  • Admiraal, W. & Berry, A. (2016) Video narratives to assess student teachers’ competence as new teachers, Teachers and Teaching, 22(1), 21-34.
  • Akbari, R., & Dadvand, B. (2011). Does formal education make a difference? A comparison of pedagogical thought units of BA vs. MA teachers. Modern Language Journal, 95(1), 44-60.
  • Akbari, R., & Dadvand, B. (2014). Pedagogical knowledge base: A conceptual framework for teacher admission. System, 42(1), 12-22
  • Al-Issa, A.S.M. (2017). Qualities of the professional English language teacher educator: Implications for achieving quality and accountability, Cogent Education, 4, 1-17.
  • Ariffin, T. F. T., Bush, T., & Nordin, H. (2018). Framing the roles and responsibilities of excellent teachers: Evidence from Malaysia. Teaching and Teacher Education, 73, 14–23. https://doi.org/10.1016/j. tate.2018.03.005
  • Balbay, S., & Pamuk, Ġ., Temir, T. Doğan, C. (2018). Issues in pre-service and in-service teacher training programs for university English instructors in Turkey. Journal of Language and Linguistic Studies, 14(2), 48-60
  • Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.
  • Barnes, A. E., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1–11. https://doi.org/10.1016/j.tate.2017.11.004
  • 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
  • Britt Postholm, M. (2019). The teacher educator’s role as enacted and experienced in school-based development, Teachers and Teaching, DOI: 10.1080/13540602.2019.1587403
  • Celen, K.M. & Akcan, S. (2017). Evaluation of an ELT Practicum Programme from The Perspectives of Supervisors, Student Teachers and Graduates, Journal of Teacher Education and Educators, 6(3), 251-274.
  • Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teaching Education, 24(4), 345-380
  • Conklin, H. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37, 317–333.
  • Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: SAGE.
  • Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
  • Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In A. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 813e828). Mahwah, NJ: Erlbaum.
  • Dewey, J. (1904). The relation of theory to practice in education. In C. A. McMurry (Ed.), The relation of theory to practice in the education of teachers, third yearbook, National Society for the Scientific Study of Education, part I (pp. 9–30). Chicago: The University of Chicago Press.
  • Dirk S. Wsopawiro, Rosanne C. Zwart & Jan H. van Driel (2017) Identifying pathways of teachers’ PCK development, Teachers and Teaching, 23(2), 191-210, DOI: 10.1080/13540602.2016.1204286
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-13.
  • Gan, Z. (2013). Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Australian Journal of Teacher Education, 38(3), 92-108
  • Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language acquisition. Mahwah, NJ: Erlbaum
  • Gass, S.M. (2015). Methodologies of Second Language Acquisition, In Martha Bigelow and Johanna Ennser-Kananen (eds.) The Routledge handbook of educational linguistics, New York: Routledge.
  • Gatbonton, E. (1999). Investigating experienced ESL teachers' pedagogical knowledge. The Modern Language Journal, 83(1), 35-50.
  • Gitomer, D., Brown, T., & Bonett, J. (2011). Useful signal or unnecessary obstacle? The role of basic skills tests in teacher preparation. Journal of Teacher Education, 62, 431–445.
  • Gitomer, D. H., & Zisk, R. C. (2015). Knowing what teachers know. Review of Research in Education, 39, 1-53. Genç, Z. S. (2016). More practice for pre-service teachers and more theory for inservice teachers of English language. Procedia- Social and Behavioral Sciences, 232, 677-683.
  • Geerarerts, K., Tynjälä, P., Markkanen, I., Pennanen, M., Heikkinen, H. L. T., & Gijbels, D. (2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38, 358–377.
  • Goodwin, A., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65, 284–302
  • Freeman, D. (1991). To make the tacit explicit”: Teacher education, emerging discourse, and conceptions of teaching. Teaching and Teacher Education, 7, 439-454.
  • Jansem, A. (2014). Exploring Non-Native EFL Teachers’ Knowledge Base: Practices and Perceptions, International Journal of Applied Linguistics & English Literature, 3(6), 252-259.
  • Jewitt, C. (2008). Technology, Literacy and Learning: A Multimodal Perspective. London: Routledge.
  • Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
  • Karimi, M.N. and Norouzi, M. (2017). Scaffolding teacher cognition: Changes in novice L2 teachers' pedagogical knowledge base through expert mentoring initiatives, System, 65, 38-48.
  • Kate, C. (2014). Multimodal transcription of video: examining interaction in Early Years classrooms, Classroom Discourse, 5(1), 6-21, DOI: 10.1080/19463014.2013.859846
  • Kırmızı, Ö. & Tosuncuoglu, İ. (2019). Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey, English Language Teaching, 12(4), 127-138.
  • Kissau, S. & Algozzine, B. (2017). Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge, Foreign Language Annals, 50(1), 114-134. Knoblauch, H., B. Schnettler, J. Raab, and H. Soeffner. (2006). Video Analysis – Methodology and Methods. Frankfurt: Peter Lang.
  • Korhonen, H., Heikkinen, H. L. T., Kiviniemi, U., & Tynjälä, P. (2017). Student teachers’ experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland. Teaching and Teacher Education, 61, 153–163.
  • Kömür, Ş. (2010) Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers, Teaching Education, 21:3, 279-296, DOI: 10.1080/10476210.2010.498579
  • König, J., Lammerding, S., Nold, G. Rohde, A. Strauß, S., and Tachtsoglou, S. (2016). Teachers’ Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education, Journal of Teacher Education, 67(4) 320–337.
  • Lantolf, J. 2012. Sociocultural theory: A dialectical approach to L2 research. In S. Gass and A. Mackey, (Eds.), The Routledge handbook of second language research (pp. 56–72). New York: Routledge.
  • Lau, S. M. C., & Stille, S. (2014). Participatory research with teachers: Toward a pragmatic and dynamic view of equity and parity in research relationships. European Journal of Teacher Education, 37, 156–170
  • Leont’ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 37–71). Armonk, NY: M.E. Sharpe.
  • Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching, Teachers and Teaching, 1-13, DOI: 10.1080/13540602.2019.1633294.
  • Luckmann, T. (2006). Some Remarks on Scores in Multimodal Sequential Analysis. In Video Analysis- Methodology and Methods, Hubert Knoblauch, Bernt Schnettler, Jürgen Raab and Hans-Georg Soeffner (Eds.), Frankfurt: Peter Lang.
  • Maaranen, K., Kynäslahti, H. Byman, R., Jyrhämä, R. & Sintonen, S. (2019): Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1566317
  • Mau, R. Y. (1997) Concerns of student teachers: Implications for improving the practicum. Asia-Pacifc Journal of Teacher Education, 25(1), 53-65.
  • Merç, A. (2015). Assessing the performance in EFL teaching practicum: Student teachers’ views. International Journal of Higher Education, 4(2), 44-56.
  • Mietinnen, R. (2009). Dialogue and creativity. Activity theory in the study of science, technology and innovations. Berlin: Lehmanns Media.
  • Moats, L., & Foorman, B. (2003). Measuring teachers’ content knowledge of language and reading, Annals of Dyslexia, 53, 23–45.
  • Moradkhani, S., Akbari, R., Ghafar Samar, R., & Kiany, G. R. (2013). English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories. Australian Journal of Teacher Education, 38(10). 123-141.
  • Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal, 90, 48-66.
  • Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Kuram ve Uygulamada Egitim Bilimleri, 8, 611–645
  • Redmond, P. & Peled, Y. (2018). Exploring TPACK among pre-service teachers in Australia and Israel, British Journal of Educational Technology, 50(4), 1–15.
  • Salter, K. L., & Kothari, A. (2016). Knowledge ‘Translation’ as social learning: Negotiating the uptake of research-based knowledge in practice. BMC Medical Education, 16(76), 1–10
  • Sanchez, H. S. & Borg, S. (2014). Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on their grammar explanations, System, 44, 45–53.
  • Sarıçoban, A., Tosuncuoğlu, İ. & Kırmızı,Ö. (2019). A technological pedagogical content knowledge (TPACK) assessment of preservice EFL teachers learning to teach English as a foreign language. Journal of Language and Linguistic Studies, 15(3), 1122-1138., Doi: 10.17263/jlls.631552.
  • Shagrir, L. (2010). Professional development of novice teacher educators: Professional self, interpersonal relations and teaching skills. Professional Development in Education, 36, 45–60. https://doi.org/10.1080/19415250903454809
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22
  • Spear, A. M., & da Costa, R. B. (2018). Potential for transformation? Two teacher training programs examined through a critical pedagogy framework. Teaching and Teacher Education, 69, 202–209. https://doi. org/10.1016/j.tate.2017.10.013
  • Tedick, D. (2013). Embracing proficiency and program standards and rising to the challenge: A response to Burke. Modern Language Journal, 97, 535–538.
  • Tsiotakis, P., & Jimoyiannis, A. (2016). Critical factors towards analyzing teachers’ presence in online learning communities. Internet and Higher Education, 28, 45–58. https://doi.org/10.1016/j. iheduc.2015.09.002
  • van Compernolle, R. A. and Henery, A. (2015). Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge, Language Teaching Research, 19(3) 351–372.
  • Van Driel, J. H. (2014). Professional learning of science teachers. In C. Bruguiere, A. Tiberghien, & P. Clement (Eds.), Topics and trends in current science education (pp. 139–156). Dordrecht: Springer.
  • Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.
  • Wu, H. (2009). What’s sophisticated about elementary mathematics? American Educator, 33, 4–14.
  • Yan, C., & He, C. (2010). Transforming the existing model of teaching practicum: A study of Chinese EFL student teachers’ perceptions. Journal of Education for Teaching, 36(1), 57-73.
  • Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
There are 67 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Arif Sarıçoban

Özkan Kırmızı

Publication Date June 24, 2020
Published in Issue Year 2020 Volume: 16 Issue: 2

Cite

APA Sarıçoban, A., & Kırmızı, Ö. (2020). The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers. Journal of Language and Linguistic Studies, 16(2), 661-683. https://doi.org/10.17263/jlls.759270
AMA Sarıçoban A, Kırmızı Ö. The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers. Journal of Language and Linguistic Studies. June 2020;16(2):661-683. doi:10.17263/jlls.759270
Chicago Sarıçoban, Arif, and Özkan Kırmızı. “The Manifestations of Micro and Macro Categories of Pedagogical Content Knowledge in the Practices of Prospective EFL Teachers”. Journal of Language and Linguistic Studies 16, no. 2 (June 2020): 661-83. https://doi.org/10.17263/jlls.759270.
EndNote Sarıçoban A, Kırmızı Ö (June 1, 2020) The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers. Journal of Language and Linguistic Studies 16 2 661–683.
IEEE A. Sarıçoban and Ö. Kırmızı, “The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers”, Journal of Language and Linguistic Studies, vol. 16, no. 2, pp. 661–683, 2020, doi: 10.17263/jlls.759270.
ISNAD Sarıçoban, Arif - Kırmızı, Özkan. “The Manifestations of Micro and Macro Categories of Pedagogical Content Knowledge in the Practices of Prospective EFL Teachers”. Journal of Language and Linguistic Studies 16/2 (June 2020), 661-683. https://doi.org/10.17263/jlls.759270.
JAMA Sarıçoban A, Kırmızı Ö. The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers. Journal of Language and Linguistic Studies. 2020;16:661–683.
MLA Sarıçoban, Arif and Özkan Kırmızı. “The Manifestations of Micro and Macro Categories of Pedagogical Content Knowledge in the Practices of Prospective EFL Teachers”. Journal of Language and Linguistic Studies, vol. 16, no. 2, 2020, pp. 661-83, doi:10.17263/jlls.759270.
Vancouver Sarıçoban A, Kırmızı Ö. The manifestations of micro and macro categories of pedagogical content knowledge in the practices of prospective EFL teachers. Journal of Language and Linguistic Studies. 2020;16(2):661-83.