The Ability of Pre-service English Teacher Using Pedagogical Content Knowledge in English Language Classroom

Abstract

This study investigates the readiness of pre-service English teachers in utilizing Pedagogical Content Knowledge (PCK) in the classroom. PCK is a crucial aspect of teacher competence that enables teachers to effectively teach and facilitate student learning. The study found that pre-service English teachers have fulfilled the necessary competencies to teach, but there are still some notes for future evaluation. The findings highlight three components that are still weak and need to give more attention, including pedagogy, general education context, and outcome. The study suggests that pre-service English teachers need to improve their pedagogical skills, consider the general education context, and focus on student outcomes to enhance their teaching effectiveness. The study concludes that pre-service English teachers are ready to enter the world of education, but they need to continue developing their PCK to provide high-quality education.