EFL Teachers Micro’ Reflection on Pedagogical Content Knowledge: A Qualitative Investigation

This qualitative investigation reformulated pedagogical content knowledge (PCK) by concentrating on EFL teachers' micro-reflections. A significant gap exists due to the lack of practical, embedded approaches that support the ongoing reflective development of PCK within authentic teaching environments. To address this gap, PCK has shifted toward integrated and interdisciplinary teacher education. The primary objective of this qualitative study was to explore the micro-reflections of eight experienced teachers regarding the development of PCK. The researcher conducted semi-structured interviews. The outcomes recommend that Pedagogical Content Knowledge is not fixed knowledge but rather a relational skill—a dynamic, ethical, and context-dependent practice. Five interconnected components emerged: diagnostic PCK, microlearning PCK, techno-responsive PCK, critical PCK, and integrated PCK. The findings indicate that the participating teachers had a positive attitude toward the use of micro-learning PCK, technology integration, and the diagnostic application of PCK in the classroom. Overall, the results revealed that teachers viewed the integrated domains of PCK favorably.

کلیدواژه ها:

Micro-Reflection ، Pedagogical Content Knowledge (PCK) ، Teacher Education