Advancing Pedagogical Content Knowledge (PCK) among English Language Teachers: An Indo–Iranian Perspective

کد مقاله : 1108-ELTCONF7.

نویسندگان

Sougand Akbarian * دانشگاه شیخ بهایی

چکیده مقاله

Pedagogical Content Knowledge remains central to effective English Language Teaching (ELT), as it integrates teachers’ content expertise with pedagogically sound strategies. In Indo–Iranian contexts, where English is taught within rich multilingual and multicultural environments, understanding how teachers develop and operationalize PCK is crucial for enhancing instructional quality. This study explored the strategies, challenges, and contextual factors shaping PCK among English teachers in India and Iran. A qualitative design was used, drawing on semi-structured interviews and classroom observations with 20 teachers (10 from each country). Data were thematically analyzed to identify patterns in instructional decision-making, content delivery, and cultural adaptation. Findings revealed that teachers in both settings benefit from professional development that strengthens PCK through culturally responsive pedagogy, learner-centered approaches, and integration of digital tools. Collaborative Indo–Iranian initiatives, such as shared teaching materials, virtual exchanges, and cross-cultural workshops, further supported teachers in adapting content to diverse learner backgrounds. Challenges included uneven digital access, prescriptive curricula, and limited opportunities for localized teacher training. The study underscores the need to advance PCK to support more effective ELT practices in multilingual classrooms. Indo–Iranian collaboration offers significant potential to combine cultural sensitivity, linguistic diversity, and technological innovation in teacher development. Integrating professional training with intercultural dialogue and AI-assisted tools can promote more adaptive, contextually grounded teaching practices. Strengthening PCK is essential for improving instructional quality, fostering intercultural competence, and preparing learners for global communication. Future research should examine scalable Indo–Iranian models that blend culture, technology, and pedagogy to enhance ELT outcomes across diverse educational contexts

کلیدواژه ها

Pedagogical Content Knowledge (PCK); English Language Teaching (ELT); Indo–Iranian collaboration; Teacher professional development; Qualitative study; Multilingual pedagogy

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