Profiling the Development of Integration Among Components of Chinese EFL Student-Teachers’ Pedagogical Content Knowledge

Abstract

This study investigated the development of the integration among EFL student-teachers’ PCK components during a 16-week mentoring-enriched practicum course. Data were collected from three EFL student-teachers using the content representation, follow-up interviews, and classroom observation. These data were then analyzed using the PCK Mapping approach. The findings revealed that the interplay among PCK components was fragmented initially but gradually integrated by the end of the course. Notably, the component concerning instructional strategies emerged as the most frequently engaged element in this integration process. Conversely, knowledge of purposes for teaching English exhibited the fewest interactions with the other PCK components. Based on the findings, practical implications pertaining to improving student-teachers’ instructional practices in teacher education programs are discussed.