Unlocking Ms. Inaoka's PCK: A Case of Grammar Instruction in a Japanese Junior High School

Abstract

This paper explores the integration of Pedagogical Content Knowledge (PCK) in pre-service English teacher education in Japan. It focuses on the design and delivery of a course using PCK to enhance the preparation of future English teachers. The study centers on an introductory lesson on the “be going to” form by Ms. Inaoka, a renowned teacher, to illustrate the practical application of PCK. Through the analysis of video recordings and a collaborative online platform, students engage with and reflect on teaching strategies, enhancing their understanding of PCK. The paper also discusses the Pedagogical Reasoning and Action model proposed by Shulman, which outlines the transformation process through which teachers develop PCK, emphasizing comprehension, transformation, and instruction. This study contributes to the understanding of how theory and practice are integrated in teacher education and how effective pedagogical strategies are developed through the lens of PCK, thus preparing teachers to be more responsive and effective in diverse classroom settings.