Abstract
This study aims to investigate elementary school teacher recruitment examination for
 English by analyzing the connecting validity between the English curriculum of
 elementary school teacher training institutions and elementary school teacher
 recruitment examination items for the past 10 years. PCK (pedagogic content
 knowledge) criteria is used to analyze the curriculum and test items. The findings
 are as follows: Despite different phases of changes in the teacher recruitment
 examination, the curriculum of teacher training institutions did not change significantly.
 There were only minor changes to the curriculum such as the modification to some
 subject names and credit hours. In general, there was a concentration of credit hours
 in the knowledge area of s u bject content and teaching methods with more weight on
 the knowledge of curriculum. Despite the high portion of content knowledge, the lowest
 credit hours in the curriculum was the elementary English curriculum. On the other
 hand, teacher recruitment examination items shows the highest proportion of teaching
 method knowledge and curriculum knowledge. The current study found a significant
 discrepancy between the English curriculum of elementary school teacher training
 institutions and the teacher recruitment examination items.
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