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First published in Ilha Do Desterro, v77 (2024) published by Universidade Federal de Santa Catarina and SciElo Brazil. DOI: https://doi.org/10.5007/2175-8026.2024.e99365

Document Type

Article

Publication Version

Published Version

Keywords

Content Knowledge, Pedagogical Content Knowledge, Pronunciation teaching/pedagogy, teacher preparation

Journal/Book/Conference Title

Ilha do Desterro

Volume

77

First Page

1

Last Page

33

Abstract

While many teachers do not feel confident teaching pronunciation because of limited preparation in different areas, research has demonstrated positive effects of training in pronunciation pedagogy, as teachers who receive such training develop cognitions (i.e., knowledge, beliefs, thoughts, actions) that align with current tenets of pronunciation pedagogy. Drawing on this assertion, this paper reports the results of a qualitative case study with five pre-service teaching-English-to-speakers-of-other-languages (TESOL) teachers enrolled in a pedagogical pronunciation course as part of their teacher training program. The study’s main purpose was to understand the role of training in developing content knowledge (CK) and pedagogical content knowledge (PCK) for pronunciation teaching, and how such knowledge provided confidence in pre-service teachers to address the pronunciation needs of their future students. Using four different data collection methods (reflective journals, semi-structured individual interviews, stimulated-recall individual interviews, and a focus group interview), the analysis revealed contradictions in the pre-service teachers’ confidence in their CK of pronunciation teaching. While the participants perceived CK as an essential foundational subject matter asset necessary to develop PCK based on theoretically supported teaching techniques, they also presented a lack of confidence in their knowledge of specific segments (e.g., vowels), intonation, and specific types of connected speech like linking. The findings are discussed in terms of their implications for teacher training in pronunciation that could boost preservice teachers’ confidence in their knowledge of pronunciation teaching.

Department

Department of Languages and Literatures

Original Publication Date

1-10-2025

Object Description

1 PDF File

DOI of published version

10.5007/2175-8026.2024.e99365

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2025 The Author(s)

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

File Format

application/pdf

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