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چکیده
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As a concept representing teacher professionalism and expertise, pedagogical content knowledge (PCK) has received considerable research attention since 1980. However, PCK remains understudied in the field of English language teaching (ELT). In an effort to contribute to the literature that conceptualizes EFL teachers' PCK, the present mixed-method study was conducted to develop a theoretical model of EFL teachers' PCK and to explore their shared perceptions and different viewpoints on this construct. The study was carried out in two phases. In the first phase, semi-structured interview was conducted with 30 public high school English teachers from three provinces of Ilam, Lorestan, and Kermanshah of Iran. The transcribed interviews were analyzed using the grounded theory method. The results yielded five main categories of EFL teachers' pedagogical content knowledge: English language proficiency knowledge, pedagogy knowledge, student knowledge, curriculum knowledge, and assessment knowledge. Data analysis also uncovered the sources of EFL teachers' PCK construction and revealed that contextual and intervening conditions influence EFL teachers' PCK enactment. The findings can contribute to developing a theoretical model of EFL teachers' PCK. In the second phase, the Q methodology was used to explore participants' shared perceptions and priorities of PCK components. Fourteen teachers participated in this phase. A total of 46 statements were finally selected for Q sorting. Factor analysis revealed that participants grouped into 3 factors, expressing 3 distinct viewpoints of PCK components: student-focused, pedagogy-focused, and proficiency-focused components. The results indicated that teachers placed greater priority on the subject matter, student and lesson plan components. The results shed light on what teachers choose to focus on and what not to emphasize in their teaching. The findings from the study have theoretical and practical implications for the development, training, and evaluation of high school EFL teachers. Key Words: EFL teachers, Pedagogical content knowledge (PCK), Components, Perceptions, Grounded theory, Q methodology
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