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The Pedagogical Content Knowledge of Two Novice Chinese Early Childhood EFL Teachers

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Title: The Pedagogical Content Knowledge of Two Novice Chinese Early Childhood EFL Teachers
Language: English
Authors: Xiao-bo Shi, Xiang-Yu Li, Susanna S. Yeung (ORCID 0000-0003-0079-7155)
Source: Language Teaching Research. 2025 29(4):1525-1546.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Pedagogical Content Knowledge, Cultural Context, Preschool Teachers, Kindergarten, Bilingual Education, Chinese, English (Second Language), Native Language, Second Language Learning, Teacher Qualifications, Teaching Methods, Course Descriptions, Second Language Instruction, Foreign Countries, Beginning Teachers
Geographic Terms: China
DOI: 10.1177/13621688221094373
ISSN: 1362-1688
1477-0954
Abstract: Researchers in the field of teacher knowledge have been attempting to delineate pedagogical content knowledge (PCK) in different subjects and different levels of education. To date, there is a need to develop a nuanced understanding on the PCK of Early Childhood Education (ECE) teachers who teach English as a foreign language (EFL). This study used a qualitative method, stimulated recall classroom observation, to investigate the categories and subcategories of PCK of Chinese EFL teachers from Chinese/English bilingual kindergartens in China. Two novice EFL teachers with less than 2 years of post-qualification teaching experience participated in this study. The data revealed three categories of PCK of ECE EFL teachers in the Chinese context: knowledge of curriculum, knowledge of learners, and knowledge of teaching strategies and multiple representations. Influenced by knowledge of curriculum, and knowledge of teaching strategies and multiple representations, the teachers had commonalities in classroom practice which were the product-oriented pedagogy and the textbook-led syllabus in the Chinese context. The study has several implications for research and practice for ECE EFL teacher education, especially for those practicing in the Chinese context.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469858
Database: ERIC
FullText Text:
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  Data: The Pedagogical Content Knowledge of Two Novice Chinese Early Childhood EFL Teachers
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Xiao-bo+Shi%22">Xiao-bo Shi</searchLink><br /><searchLink fieldCode="AR" term="%22Xiang-Yu+Li%22">Xiang-Yu Li</searchLink><br /><searchLink fieldCode="AR" term="%22Susanna+S%2E+Yeung%22">Susanna S. Yeung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0079-7155">0000-0003-0079-7155</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(4):1525-1546.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Label: Page Count
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  Data: 22
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1177/13621688221094373
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Researchers in the field of teacher knowledge have been attempting to delineate pedagogical content knowledge (PCK) in different subjects and different levels of education. To date, there is a need to develop a nuanced understanding on the PCK of Early Childhood Education (ECE) teachers who teach English as a foreign language (EFL). This study used a qualitative method, stimulated recall classroom observation, to investigate the categories and subcategories of PCK of Chinese EFL teachers from Chinese/English bilingual kindergartens in China. Two novice EFL teachers with less than 2 years of post-qualification teaching experience participated in this study. The data revealed three categories of PCK of ECE EFL teachers in the Chinese context: knowledge of curriculum, knowledge of learners, and knowledge of teaching strategies and multiple representations. Influenced by knowledge of curriculum, and knowledge of teaching strategies and multiple representations, the teachers had commonalities in classroom practice which were the product-oriented pedagogy and the textbook-led syllabus in the Chinese context. The study has several implications for research and practice for ECE EFL teacher education, especially for those practicing in the Chinese context.
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  Label: Abstractor
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1469858
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        Value: 10.1177/13621688221094373
    Languages:
      – Text: English
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      Pagination:
        PageCount: 22
        StartPage: 1525
    Subjects:
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Bilingual Education
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      – SubjectFull: Chinese
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: China
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      – TitleFull: The Pedagogical Content Knowledge of Two Novice Chinese Early Childhood EFL Teachers
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            NameFull: Xiao-bo Shi
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            NameFull: Xiang-Yu Li
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              Y: 2025
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            – TitleFull: Language Teaching Research
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