Pre-service teachers’ perceptions of teaching trials: Developing pedagogical content knowledge in EFL grammar through university-school collaboration

Abstract

This study explored how ‘teaching trials’ within initial teacher education (ITE) for English can contribute to the development of pre-service teachers’ (PSTs’) pedagogical content knowledge (PCK), specifically in the teaching of grammar in English as a foreign language (EFL). The research incorporated self-reporting methods to gather insights from PSTs about their experiences and development through these teaching trials. The research question was: How do PSTs perceive teaching trials within a university-school collaboration as a support for developing their PCK of grammar in English as a foreign language? The trials were conducted by PSTs of English in a local school class in collaboration with their teacher. Employing a case study approach, the study analysed data from a focus group interview with the PSTs and their reflective texts using thematic analysis. Three themes emerged from the data analysis: “Developing knowledge by connecting grammatical topics and practice in a school classroom environment”, “Developing knowledge through repeated trials, reflection, and student feedback”, and “Changing viewpoints on grammar teaching”. The study found that the PSTs viewed the trials as effective in enhancing their PCK of English grammar. This was attributed to the opportunity for PSTs to implement lesson plans in a real classroom setting, refine their teaching strategies through repeated practice, and reflect on their experiences and the students’ feedback. Additionally, the trials facilitated a shift in the PSTs’ attitudes towards grammar and the teaching of grammar.