ERIC Number: ED343903
Record Type: RIE
Publication Date: 1992-Feb
An Exploration of the Pedagogical Content Knowledge of Beginning and Experienced ESL Teachers.
This study was conducted to investigate differences in the pedagogical content knowledge of beginning and experienced teachers of English as a Second Language (ESL), with respect to student and curriculum knowledge, lesson planning, interactive teaching, and postlesson reflections. Participants in the study, two beginning and two experienced teachers, were observed teaching ESL for 2 weeks and were interviewed prior to observation and following the lessons. Analyses of the data revealed that beginning teachers: (1) showed little knowledge of the students in class; (2) were unaware of the role that knowledge of students plays in teaching; (3) were less selective in the utilization of the information when planning; (4) were less able to design appropriate strategies to facilitate student learning; (5) encountered difficulty when attempting to modify instruction instantly; and (6) reported more varied, less selective postlesson reflections. Data suggest that the beginning teachers had not developed their knowledge of the students and their pedagogical content knowledge and therefore were less able to use their pedagogical reasoning skills and action to transform "subject matter knowledge into forms that are pedagogically powerful and yet adaptive to the variations in ability and background presented by the students" (Shulman, 1987, p. 15). Two lesson narratives are appended. (LL)
Descriptors: Beginning Teachers, Comparative Analysis, Elementary Secondary Education, English (Second Language), Foreign Countries, Instructional Effectiveness, Knowledge Level, Masters Theses, Pedagogical Content Knowledge, Student Characteristics, Student Needs, Teacher Student Relationship, Teaching Experience, Teaching Skills
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Queens University.