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Conceptions of Pedagogical Content Knowledge: Insights from CLIL Teachers in an Iranian International School | ||
| Research in English Language Education Journal | Farhangian University | ||
| مقاله 4، دوره 4، شماره 1، آبان 2025 اصل مقاله (595.92 K) | ||
| نوع مقاله: Article | ||
| شناسه دیجیتال (DOI): 10.48210/relej.2025.19181.1132 | ||
| نویسنده | ||
| Mohammad Pazhouhesh* | ||
| English Department, Farhangian University, Mashhad, Iran | ||
| چکیده | ||
| ABSTRACT The rise of international education and Content and Language Integrated Learning (CLIL) has created new demands for teacher education and the development of pedagogical content knowledge. This exploratory qualitative study investigated teachers’ conceptualizations of pedagogical content knowledge in an English-medium, international, Content-and-Language Integrated Learning context, addressing instructional challenges, contextual influences on teaching practices, and the role of English proficiency in Pedagogical content knowledge development. Using a case-study approach, data were collected through classroom observations and in-depth interviews with eight participants selected via convenience sampling from an international school in Mashhad, Iran. The interview transcripts were analyzed using MAXQDA 12 and conducting open, axial, and selective coding procedures. Findings revealed six core pedagogical content knowledge domains, with knowledge of technology, culture, context, and language emerging as critical additions to traditional pedagogical content knowledge frameworks. The study highlights how technological advancements necessitate digital competence; internationalization of education demands intercultural competence; and English-medium instruction requires linguistic awareness or advanced language proficiency in the context. The results underscore the evolving nature of pedagogical content knowledge in a Content-and-Language Integrated Learning environment, emphasizing the role of Englishization and multiculturalism in shaping pedagogy. This study may serve as an effort in teacher education, advocating for more investigations in search of a more comprehensive model of pedagogical content knowledge within the context of international education. | ||
| کلیدواژهها | ||
| Pedagogical content knowledge (PCK)؛ content-and-language integrated learning (CLIL)؛ international education؛ English-medium instruction(EMI) | ||
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آمار تعداد مشاهده مقاله: 263 تعداد دریافت فایل اصل مقاله: 210 |
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