Article abstract

Journal of Educational Research and Reviews
Research Article | Published April 2021 | Volume 9, Issue 4, pp. 93-101.
 doi: https://doi.org/10.33495/jerr_v9i4.21.114

 

An inquiry into pedagogical content knowledge (PCK): Teachers’ views on teaching

 

 

 
Ruifeng Lyu
 Haitao Chen*
Email Author

School of Foreign Studies, Guangdong University of Finance and Economics, Guangzhou, PRC, 510320.

 

 

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 Citation: Lyu R, Chen H (2021). An inquiry into pedagogical content knowledge (PCK): Teachers’ views on teaching. J. Edu. Res. Rev. 9(4): 93-101. doi: 10.33495/jerr_v9i4.21.114.
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 Abstract 

 

Pedagogical content knowledge (PCK) has been given a lot of attention in the academic field in recent years, in particular, in the field of teacher cognition and teacher knowledge. This research aimed to investigate one aspect of pedagogical content knowledge, teachers’ views on language, as shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The results showed that teachers’ management view on teaching was more developed than other views. The study yielded implications for in-service College English teacher education and development in mainland China.

 

Keywords  PCK   teachers’ views on teaching   teacher knowledge   

 

Copyright © 2021 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

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