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      Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective

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          Abstract

          Pedagogical knowledge has been the subject of theoretical and empirical studies. However, no research has so far integrated the existing scholarship with data to develop and validate a framework for pedagogical knowledge in English language teaching informed by lifelong-learning, complex-system perspectives. In the absence of such research, we used a mixed method research design through a systematic review of the literature, semi-structured interviews with experienced teachers (N=10) and teacher educators (N=10), as well as a survey of 336 practising teachers in Iran to: (1) develop a framework for pedagogical knowledge; and (2) validate this framework by designing a self-assessment questionnaire for pedagogical knowledge. Our analyses yielded a nine-component model that included: knowledge of subject matter; knowledge of teaching; knowledge of students; knowledge of classroom management; knowledge of educational context; knowledge of democracy, equity and diversity; knowledge of tests/exams; knowledge of learning; and knowledge of (professional) self. Within this nine-factor framework, each component of pedagogical knowledge consists of a number of subcomponents. The proposed framework highlights the multidimensionality and complexity of pedagogical knowledge, and the mutually constitutive relationships among different knowledge domains.

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          Author and article information

          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          01 March 2020
          : 18
          : 1
          : 107-125
          Article
          1474-8460(20200301)18:1L.107;1- s8.phd /ioep/clre/2020/00000018/00000001/art00008
          10.18546/LRE.18.1.08
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          Articles: General

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          London Review of Education
          Volume 18, Issue 1

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