Arab World English Journal (AWEJ) Volume.8 Number.1 March, 2017                 Pp. 264- 279
DOI: https://dx.doi.org/10.24093/awej/vol8no1.19

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Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

Morshed Salim Abdullah Al-Jaro
Department of Language and Literacy Education,
Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
&
Hadhramout University, Hadhramout, Yemen

Adelina Asmawi
Department of Language and Literacy Education
Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia

Zuwati Hasim
Department of Language and Literacy Education,
Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia

 

Abstract:
This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.
Keywords: curriculum, EFL teacher education programme, pedagogical content knowledge, teaching practice, Yemen

 Cite as: Al-Jaro, M. S., Asmawi, A., Hasim, Z.   (2017). Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme. Arab World English Journal, 8 (1).
DOI: https://dx.doi.org/10.24093/awej/vol8no1.19

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Morshed Salim AL-Jaro is a PhD candidate at the Department of Language and Literacy
Education, Faculty of Education, University of Malaya. He is an instructor at the Department of
English, College of Women and Faculty of Education, Seiyun, Hadhramout University, Yemen.
His main areas of interest include TESL, curriculum design and teaching methods