Re-exploring the Knowledge Base of Language Teaching: Four ESL Teachers' Classroom Practices and Perspectives

Abstract

Teacher knowledge and the nature of the teacher’s corresponding knowledge base have been fundamental concerns of research in language teacher education for some years. However, studies of ESL teachers’ knowledge base and its development have been limited in scope, largely confined to empirical work on pedagogical content knowledge. The primary purpose of this qualitative study, is to explore the types of knowledge four ESL teachers possess and utilize in their classes via observations and interviews.