Foreign Language Pedagogical Content Knowledge of Pre-Service Teachers: Concept, Measurement, and Validation

教学内容知识(PCK)是教师专业能力的核心认知成分。因此，最近发起了对职前和在职教师的PCK进行概念化和衡量的举措，但他们的重点显然是数学。与英语作为外语(EFL)相关的类似研究几乎不存在。一个重要的例外是由BMBF资助的教师教育与发展研究(TEDS-LT)，该研究开发了测量英语教师实习教师的教学知识和教学内容知识的工具。本研究的目的是阐述TEDS-LT的基础工作，并继续开发一种标准化工具来测量未来英语教师的PCK。首先，在TEDS-LT中开发的测试工具得到了进一步的发展，增加了更接近教师表现的专业知识，因此在德国教师初始教育的第二阶段更加重要。其次，在对第一阶段和第二阶段的职前教师(TEDS-LT没有关注第二阶段的职前教师)进行的实证研究中对该工具进行了试用。此外，还评估了他们在语言学、英美文学和文化领域的内容知识(CK)、他们的一般教学知识(GPK)以及他们的口语熟练程度(使用迄今存在的工具)。首次对教师培训的两个阶段(第一阶段和第二阶段)的专业知识认知要素进行了相关分析，并对PCK结构效度的中心假设进行了检验。此外，本研究还分析了职前教师专业能力与学习机会的关系，以期深入了解职前教师专业知识的概念化和可操作性，以及职前教师初始教育不同阶段的专业知识差异。因此，英语教师培训的理论框架、概念和假设是有经验依据的。此外，我们的研究对英语教师培训中的质量保证和标准制定也有重要的贡献。

Pedagogical content knowledge (PCK) is a central cognitive component of the professional competence of teachers. Thus initiatives have been recently launched to conceptualize and to measure PCK of pre-service and in-service teachers, however their focus is clearly on mathematics. Similiar research related to English as a Foreign Language (EFL) virtually does not exist. An important exception is the Teacher Education and Development Study: Learning to Teach (TEDS-LT, funded by BMBF), a study in which instruments measuring the content knowledge and pedagogical content knowledge of student teachers of EFL were developed.The objective of our study elaborates on the groundwork of TEDS-LT and continues to develop a standardized instrument to measure the PCK of future EFL teachers. First, the test instrument that was developed in TEDS-LT is developed further by adding professional knowledge that is closer to the performance of teachers and thus more important during the second phase of initial teacher education in Germany. Second, this instrument is put into trial in an empirical study with EFL pre-service teachers of the first and second phase of initial teacher education (pre-service teachers of the second phase had not been focused on in TEDS-LT). In addition to that, their content knowledge (CK) in the areas of linguistics, British and American literature and culture, their general pedagogical knowledge (GPK) as well as their oral language proficiency is assessed (using hitherto existing instruments). For the first time, relational analyses of cognitive elements of professional knowledge in both stages of teacher training (first and second phase) can be performed, also allowing for testing the central assumptions of construct validity of PCK. Moreover, this study includes an analysis of the opportunities to learn in relation to the professional competence of pre-service teachers.From this study, we expect profound insight into the conceptualization and operationalization of the PCK of pre-service teachers as well as differences in PCK related to different stages of pre-service teachers during initial teacher education. Therefore, theoretical frameworks, concepts and assumptions of EFL teacher training can be empirically grounded. Also, our study makes a significant contribution to the discourse on quality assurance and standard setting in EFL teacher training.