Pedagogical content knowledge (PCK) of ESL primary school teachers in a rural school

Melor Md Yunus, Moganashwari Kandasamy, Harwati Hashim

Research output: Contribution to journalArticle

Abstract

The study was done upon two primary school ESL teachers in a rural school. The nature of this study is qualitative. The study aims to explore how pedagogical content knowledge of ESL teachers affects the instructional practices in teaching English. The data was obtained through observations which were carried out for two hours each week upon both the participants throughout the 5 weeks duration. 3 sessions of semi-structured interview were conducted over the period of 5 weeks. The data was analyzed using the ATLAS.ti version 7 application. The findings showed that the participants had the relevant pedagogical content knowledge. However, there were certain additional categories which the participants revealed which had implication on the students' achievement. This study may assist as a mechanism and inspiration for future research in the field of ESL studies as there are limited researches on primary school ESL teachers' pedagogical content knowledge in Malaysia.

Original languageEnglish
Pages (from-to)72-85
Number of pages14
JournalAsian EFL Journal
Volume20
Issue number12
Publication statusPublished - 1 Jan 2018

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rural school
primary school teacher
field of study
Malaysia
Teaching
teacher
interview
Primary School Teachers
student
Primary School

Keywords

  • ESL teachers
  • Pedagogical content knowledge
  • Primary school

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Pedagogical content knowledge (PCK) of ESL primary school teachers in a rural school. / Yunus, Melor Md; Kandasamy, Moganashwari; Hashim, Harwati.

In: Asian EFL Journal, Vol. 20, No. 12, 01.01.2018, p. 72-85.

Research output: Contribution to journalArticle

Yunus, Melor Md ; Kandasamy, Moganashwari ; Hashim, Harwati. / Pedagogical content knowledge (PCK) of ESL primary school teachers in a rural school. In: Asian EFL Journal. 2018 ; Vol. 20, No. 12. pp. 72-85.
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