EFL Teachers Micro ' Reflection on Pedagogical Content Knowledge: A Quantitative Investigation

کد مقاله : 1221-ELTCONF7.

نویسندگان

فرزانه رحیم زاده * _

چکیده مقاله

The purpose of this study was met by a group of eight teachers. Their ages were between 28 and 38 years. All of them were holders of Master's degrees. The findings reveal that pedagogical content knowledge (PCK) is not a mere compilation of facts that can be easily recalled. It is, in fact, a skill that develops over time and gets refined by teaching experiences, and at the same time, it is influenced by the subject matter, students, context, and the teacher's personal characteristics.This qualitative work rethinks Pedagogical Content Knowledge (PCK) in current English as a Foreign Language settings by carefully studying the reflective methods of eight Iranian teachers with MA degrees. Going past Shulman’s (1986) original idea, the results suggest PCK is not fixed knowledge but relational skill—a changing, moral, and situation-based practice. Five related parts came up: (1) Diagnostic PCK, ; (2) Micro-Learning PCK (ML-PCK),; (3) Techno-Responsive PCK, where digital tools (like AI, Loom, WhatsApp) are organized as educational tools to give meaning; (4) Adaptive–Critical PCK, adding feelings, identity, trauma awareness, and social and political review into teaching choices; and (5) Integrated PCK, viewing language learning as tied to culture, power, and the students' humanity. The findings indicate that Teachers who participated in the study had positive attitude toward the use of technology integration, diagnostic integration of PCK in the classroom.

کلیدواژه ها

Keywords: Pedagogical Content Knowledge (PCK), Micro-Learning PCK (ML-PCK)

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