Author:

Keywords:

pedagogical content knowledge, foreign languages, second languages, teacher knowledge, review

Abstract:

Pedagogical content knowledge (PCK) is considered as a useful frame of reference for examining the knowledge base of (prospective) foreign (FL) and second language (L2) teachers. However, until now only a small amount of research has been conducted on PCK in the context of FL/L2. The aim of the present study is to detect how PCK is conceptualized and studied in empirical educational research. A systematic review is conducted in two databases, leading to 13 studies that were analyzed focusing on two research questions: (1) How is PCK conceptualized in empirical educational FL/L2 research? (2) How is PCK studied in empirical educational FL/L2 research? Regarding research question 1, both similarities and differences are found between the studies with respect to the conceptualization of PCK, its components and the categories in teachers’ overarching knowledge base. With regard to research question 2, it can be concluded that research on FL/L2 PCK is scarce, not always strongly designed, and using very context specific instruments. Furthermore, research on FL/L2 PCK is limited to only a few topics, mostly using participants from the same target group. When comparing empirical results of the studies, agreement exists about the importance of both teaching experience and teacher education for the development of PCK.