Pedagogical content knowledge of French as a foreign language: differences between pre-service and in-service teachers

Abstract

Pedagogical content knowledge (PCK) is an important predictor of educational quality. PCK develops from various sources, such as teaching experience. Studies investigating the effects of teaching experience on PCK development mainly focus on the question whether experienced teachers differ from novices in the amount of PCK. In a mixed methods study, we study both quantitative and qualitative differences between pre-service and in-service teachers' PCK. Total scores on a paper-and-pencil instrument are used as a measure of French PCK. To analyse the participants' PCK in a qualitative way, answers are coded in four categories and the prevalence of answers in each category is compared between groups. Furthermore, the nature of answers is studied. No differences on our quantitative PCK measure are observed. The qualitative analysis shows that inservice teachers have more difficulties with conceptual knowledge, while showing more practical knowledge of students' understanding than pre-service teachers.

Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge

“…This indicates that adequate subject matter knowledge is not necessarily a guarantee for satisfactory PCK. Actually, while professional courses which emphasize theory learning can enhance student-teachers' PCK (Kleickmann et al, 2013;Blömeke et al, 2017;Torbeyns et al, 2019), the idea that PCK as a dynamic and flexible entity only becomes meaningful in the classroom context (Park and Oliver, 2008;Alonzo and Kim, 2016;Evens et al, 2018) points to the equal importance of school-based teaching practice in enhancing student-teachers' PCK.…”