The Knowledge Base of Primary EFL Teachers – Pre-service and In-service Teachers’ Perceptions

Abstract

This exploratory study aims to investigate pre-service and in-service teachers' perceptions regarding the knowledge and skills required for effective language teaching at primary level. A mixed-method sequential approach was employed to data collection and analysis and was carried out in two phases. Data were initially obtained through a questionnaire-based survey and supplemented by individual and focus group interviews. The findings have highlighted the primacy of subject-matter knowledge and pedagogical content knowledge, showing evidence that both are necessary in order to avoid fragmented language teaching. The importance of teacher language awareness in forming the bridge between these two types of knowledge has also been stressed. The issues discussed can be used for future planning in the field of initial teacher education, especially in countries where early foreign language learning forms part of their educational agenda.