The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers’ Pedagogical Content Knowledge

Abstract

The study examines the connection between domain-specific learning opportunities in English as a foreign language (EFL) teacher preparation and preservice EFL teachers' pedagogical content knowledge (PCK). Using a sample of 444 preservice EFL teachers for secondary schools, it contrasts groups at the end of the 2 phases required in German teacher preparation programs: a theoretical phase at university and a supervised professional internship at a school (practical phase). Specifically, it examines differences in learning opportunities (self-reports) and PCK (paper-and-pencil test results). Findings from regression analysis show that learning opportunity measures substantially predict PCK test scores. The article discusses the effectiveness of EFL teacher preparation programs for preservice teachers' performance on PCK and concludes with possible interpretations and research suggestions.

Modelling Opportunities to Learn, Mathematical Belief and Knowledge for Teaching among Pre-service Teachers

“…Ayieko (2014) where both dimensions of opportunity to learn were positively related to mathematical belief. Besides that, the findings are also consistent with Konig et al (2017), and Akkoç, and Yesildere (2010) findings which stated that there is a significant relationship between preservice teachers' opportunity to learn through teaching practice (OTL-Practicum) and their pedagogical content knowledge. Furthermore, earlier findings by Toh Tin Lam, Berinderjeet Kaur, and Koay Phong Lee (2009) have established that OTL-Practicum affected Singapore preservice secondary mathematics teachers' content knowledge.…”

“…Among them are studies by Rachel A. Ayieko (2014) on the teachers from three country found that the opportunity to learn mathematics pedagogy has influence their belief and knowledge. Besides that, the study conducted by Konig et al (2017) on prospective high school English teachers found that OTL content and OTL teaching practices have influenced their pedagogical content knowledge. Regression analysis showed that OTL was able to predict the positive score of the PCK test teacher (β= 0.28 (p<0.01) for OTL content, and (β= 0.29 (p<0.01) for OTL teaching practice (practicum).…”

“…There are several studies that have been conducted to identify the factors affecting teacher's knowledge. Among them are studies by Konig et al (2017); Blömeke, Jenßen, Grassmann, Dunekacke, and Wedekind (2016); Qian, and Youngs (2016); Tatto et al (2015) and Rachel A. Ayieko (2014) who studied the influence of Opportunities to Learn (OTL) on teacher knowledge.…”

The impact of students’ English proficiency level and teacher education on L2 teachers’ pedagogical knowledge: A mixed‐methods study

“…In contrast, many teacher education programs in Western countries have undergone a paradigm shift, moving away from theory‐driven approaches toward performance‐based assessment (Darling‐Hammond, ). As demonstrated by König et al () and König et al (), theory‐based programs may enrich teachers’ PKB if the construct is measured through paper‐and‐pencil tests; however, they may have little impact on deepening instructors’ practice‐oriented PKB, which is manifested while teachers are engaged in classroom teaching.…”

Sustaining the Effective Use of Materials in Language Classrooms: A Conceptual Understanding of Teacher Knowledge for Materials Use

“…Among these elements, the teacher cognition was found to considerably influence decisions related to materials use [30]. However, teacher knowledge for materials use-the crucial concern of materials use research [31]-has only been referenced on a general level [32], rather than being rigorously examined, in foreign language scholarship [33].…”