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

Moganashwari Kandasamy (P71721)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/487925

Full metadata record

DC Field	Value	Language
dc.contributor.advisor	Jayakaran Mukundan, Prof. Dr.	-
dc.contributor.author	Moganashwari Kandasamy (P71721)	-
dc.date.accessioned	2023-10-11T09:34:11Z	-
dc.date.available	2023-10-11T09:34:11Z	-
dc.date.issued	2018-04-27	-
dc.identifier.other	ukmvital:100988	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/487925	-
dc.description	This study aims to explore the pedagogical content knowledge (PCK) of English as second language (ESL) primary school teachers. This is a single site case study. The research design employed in this study is qualitative in nature. A total of eight ESL teachers were selected through purposive sampling. The data were gathered through interviews, observations, and document analysis. ATLAS. ti. software was used to analyze the data, to identify and categorize the themes and sub-themes according to the research questions. The Cohen's Kappa value is 0.95, which is considered as almost perfect agreement. The findings show that the ESL teachers portrayed that they possess the relevant PCK in terms of content, curriculum, pedagogy, learners, context, and educational goals. Additional two themes that emerged during the analysis were knowledge of self and knowledge of assessment. This knowledge is considered pertinent in igniting second language acquisition. The main difference in the novice and experienced teacher was, the novice teachers were not able to maneuver the lessons according to the circumstances and also lack in explaining the lesson in various ways that was understandable to the pupils. The analysis further shows that the teachers conducted explicit teaching, provided relevant practice, and adjusted the instructional practice according to the pupils' need and ability. The findings also reveal that the element of 21st century classroom management paradigm was minimal, affecting effective teaching. In addition, the teachers admitted that numerous challenges were faced while teaching English as a second language in a rural school. The pupils demonstrated fear of learning the language and substantial level of L1 (first language) interferences were evident. Sufficient measures were taken to impede the language learning in terms of improving the teaching and learning strategies and motivating the pupils to acquire the second language successfully. The study recommends the novice teachers to be supervised by mentors for at least two to three years to obtain sufficient experience, as theory and practical knowledge proves that these two are nothing but the one and same thing seen from different perspectives. The experienced teachers are suggested to share their knowledge, expertise, and experience through networking as it is considered to be the most effective communicative tool. Hence, lesson study and pair teaching are recommended among the novice and experienced ESL teachers to strengthen the quality of planning and teaching, which will be resourceful in achieving effective English lessons in rural schools.,Ph.D.	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Education / Fakulti Pendidikan	-
dc.rights	UKM	-
dc.subject	Pedagogy	-
dc.subject	ESL teachers	-
dc.subject	English language -- Study and teaching -- Malaysia	-
dc.title	Pedagogical content knowledge (PCK) of ESL primary school teachers: a case study in a rural school	-
dc.type	Theses	-
dc.format.pages	416	-
dc.identifier.callno	PE1068.M4M634 2018 tesis	-
dc.identifier.barcode	003442(2018)	-
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

Files in This Item:

File	Description	Size	Format
ukmvital_100988+SOURCE1+SOURCE1.0.PDF Restricted Access		13.28 MB	Adobe PDF	View/Open

Show simple item record Recommend this item