Development of EFL Teachers' Pedagogical Content Knowledge through Action Research in a Master's Program

Autor/in	Gomez, Julio Cesar
Titel	Development of EFL Teachers' Pedagogical Content Knowledge through Action Research in a Master's Program
Quelle	In: Problems of Education in the 21st Century, 78 (2020) 4, S.533-552 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gomez, Julio Cesar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Longitudinal Studies; Action Research; Masters Programs; Teacher Education Programs; Language Teachers; Pedagogical Content Knowledge; Teaching Methods; Needs Assessment; Socialization; Intervention; Case Studies; Student Attitudes; Masters Theses; Teaching Experience; Foreign Countries; Student Characteristics; Colombia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Projektforschung; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bedarfsermittlung; Socialisation; Sozialisation; Case study; Fallstudie; Case Study; Schülerverhalten; Ausland; Kolumbien
Abstract	This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master's program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students' needs. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01