Elaborating Teachers’ Pedagogical Content Knowledge from Static and Dynamic Perspectives

Teacher knowledge constitutes a crucial element of teacher cognition and serves as a fundamental criterion for evaluating the efficacy of teaching quality. As a key component of the teacher knowledge base, pedagogical content knowledge (PCK) serves as a crucial determinant of teachers’ practical expertise and professional identity. PCK is a combination of subject knowledge and pedagogical knowledge that significantly influences teachers’ instructional practices in the classroom. Its impact extends beyond students’ learning process and the quality of teachers’ instruction; it also plays a vital role in fostering the professional growth of teachers. In order to improve the language proficiency of second language learners, it is imperative for language teachers to possess a solid understanding of PCK. This literature review provides a critical examination of the concept of PCK from both static and dynamic perspectives. It also elaborates on the components of PCK based on previous research and discusses its inherent nature. This review aims to deepen the understanding of PCK among teachers and teacher educators. In addition, this initiative helps frontline educators effectively implement PCK in their instructional practices, thereby enhancing the overall quality of teaching.