Abstract
The aim of this study is to find out the level of pedagogical content knowledge of inservice English language teachers in a foreign language context. The data were collected from 9 in-service English language teachers’ responses on five open-ended grammar, pronunciation and writing problems. The results show that Jordanian English language teachers don’t know enough about what they teach. Furthermore, they show that the integration between what teachers know about what they teach and about the process of teaching and how to teach (PCK) isn’t adequate enough (with a medium level). Keywords: Content knowledge; Pedagogical Knowledge; Pedagogical Content Knowledge; Foreign Language.
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