Pedagogical Content Knowledge of French as a Foreign Language: Differences between Pre-Service and In-Service Teachers

Autor/inn/en	Evens, Marie; Tielemans, Kelly; Elen, Jan; Depaepe, Fien
Titel	Pedagogical Content Knowledge of French as a Foreign Language: Differences between Pre-Service and In-Service Teachers
Quelle	In: Educational Studies, 45 (2019) 4, S.422-439 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1446339
Schlagwörter	Pedagogical Content Knowledge; French; Second Language Learning; Second Language Instruction; Differences; Preservice Teachers; Inservice Teacher Education; Preservice Teacher Education; Teacher Educators; Elementary Education; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterscheiden; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Elementarunterricht; Ausland; Belgien
Abstract	Pedagogical content knowledge (PCK) is an important predictor of educational quality. PCK develops from various sources, such as teaching experience. Studies investigating the effects of teaching experience on PCK development mainly focus on the question whether experienced teachers differ from novices in the amount of PCK. In a mixed methods study, we study both quantitative and qualitative differences between pre-service and in-service teachers' PCK. Total scores on a paper-and-pencil instrument are used as a measure of French PCK. To analyse the participants' PCK in a qualitative way, answers are coded in four categories and the prevalence of answers in each category is compared between groups. Furthermore, the nature of answers is studied. No differences on our quantitative PCK measure are observed. The qualitative analysis shows that in-service teachers have more difficulties with conceptual knowledge, while showing more practical knowledge of students' understanding than pre-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01