Author:
Mahmoodi‐Shahrebabaki Masoud,Oslund Eric
Abstract
Teachers' knowledge repertoire and effective implementation and application of their knowledge are significant factors affecting instructional quality. In a seminal paper, Shulman (1987) introduced the concept of pedagogical content knowledge (PCK) as a decisive yet neglected aspect of teacher education research and practice. Shulman's (1987) line of argument was favorably received by experts and researchers because PCK is perceived as a vital tool for teachers to use their knowledge as optimally as possible. This entry provides an overview of PCK in teacher education in general and in language teacher education in particular. Given that evidential research on PCK in language teaching and applied linguistics is still an emerging area lacking an abundance of research, the potential contributors for the underutilization and lack of research into PCK are discussed.