Characteristics of English Language Teachers Equipped with Strong Pedagogical Content Knowledge

Pedagogical Content Knowledge (PCK) has been widely recognized as a critical component of teacher expertise, linking subject matter knowledge with pedagogical understanding. Within English language teaching (ELT), however, empirical evidence on the specific characteristics that distinguish teachers with strong PCK remains limited, particularly in the Iranian EFL context. This study explores the defining characteristics of effective English language teachers who demonstrate strong PCK in classroom instruction. Employing a qualitative research design, semi-structured interviews were conducted with eight in-service English language teachers at a private English language teaching institute. Thematic analysis was used for data analysis. The analysis revealed several interrelated characteristics of teachers with well-developed PCK: (۱) a deep awareness of learners’ linguistic and affective needs; (۲) the ability to integrate pedagogical strategies with language content in contextually appropriate ways; and (۳) flexibility in lesson planning and classroom interaction. These findings highlight how effective English language teachers balance content expertise with pedagogical adaptability to meet learners’ evolving needs. The study contributes to the growing body of research on PCK in ELT by offering context-specific insights into teacher knowledge and professional development.

کلیدواژه ها:

Pedagogical content knowledge ، English language teaching ، teacher characteristics ، thematic analysis