PEDAGOGICAL CONTENT KNOWLEDGE OF FOREIGN LANGUAGE TEACHERS: A REVIEW

Abstract

Pedagogical Content Knowledge (PCK), as a crucial component of teacher knowledge, has been extensively studied, with recent attention focusing on the PCK of foreign language teachers. This paper provides a comprehensive review of the background, concept and research status of PCK in the context of foreign language teaching. By revisiting the concept of PCK proposed by Shulman and subsequent developments by scholars, various models of PCK are discussed, including the Technological Pedagogical Content Knowledge (TPACK) that integrates technology. Additionally, concerning the PCK research specific to foreign language teachers, this paper synthesizes the findings of scholars both domestically and internationally, covering the essential elements, sub-elements, as well as research paths concerning different objects, experiences, and disciplines. Finally, the article outlines the current shortcomings in research and suggests potential directions for future studies.