Abstract

This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds that policy and culture are predominated parts in ESL teacher education, the early period contributes more constructively to the formation of PCK, and pedagogical knowledge plays a more active role in teaching ESL. The study suggests that ESL teacher education should provide standardized and easy-to-learn ESL pedagogical knowledge.

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