Exploring Online Teachers’ Pedagogical Content Knowledge in Business English Teaching: A Hermeneutic Study

Ana Mariel A. Moreno, C. Ballena
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引用次数: 1

Abstract

This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching.  It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions.  Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.
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商务英语教学中网络教师教学内容知识的解释学探索
本研究探讨了在线商务英语教师的教学内容知识(PCK),以了解其在商务英语教学中的本质。它试图揭示他们在商务英语课程中对PCK的看法,以及他们如何在日常商务英语教学中发展PCK。本研究采用解释学现象学,因为研究的目的是对在线商务英语教师经验的反思和解释。该研究的参与者是来自菲律宾一家ESL公司的六名在线商务英语教师,他们为商务专业人士提供服务。他们是通过均匀的有目的抽样选择的。数据收集包括深度访谈,随后是半结构化访谈和观察,以收集参与者对其经历的反思和解释的丰富描述。由于该研究具有解释性,因此采用Smith等人(2021)的六步数据分析方法对数据进行分析。分析结果表明,在线商务英语教师认为PCK是战略知识,商务英语知识是工作场所的语言,商务英语知识与普通英语不同。此外,研究结果还表明,教师的PCK发展有几个来源,比如他们在现场的遭遇、成长过程以及在商务英语教学中进一步发展PCK的感知需求。创造性的综合抓住了基本主题。尽管在线商务英语教师对自己在商务英语中的PCK有专利意识,但他们仍然表现出需要更多地接触商务领域,拓宽商务短语和表达的知识。老师与不同类型的学生互动,以及来自资深同事的反馈,帮助他们发展和扩大了商务英语的PCK。
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25
审稿时长
12 weeks
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