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Konig, J., Lammerding, S., Nold, G., Rohde, A., Strauß, S., & Tachtsoglou, S. (2016). Teachers’ Professional Knowledge for Teaching English as Foreign Language: Assessing the Outcomes of Teacher Education. Journal of Teacher Education, 67, 320-337.
https://doi.org/10.1177/0022487116644956

has been cited by the following article:

• TITLE: Bridging the Gap between Theory and Practice: An Analysis of Mzuzu University’s Bachelor of Education (Language) Programme

  AUTHORS: Lydia Kishindo-Mafuta

  KEYWORDS: Pedagogy, Content, Teaching Methods, Education Foundations

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.11, November 25, 2021

  ABSTRACT: Language teacher education should provide student teachers with pedagogical content knowledge which is the knowledge that separates a teacher from a mere major of English. PCK means a student teacher will have knowledge of the content, the pedagogy as well as the context in which this will be used. This means the process of one acquiring PCK ensures that there is a link between theory and practice. This study therefore aimed at analysing the Bachelor of Education (Language) programme at Mzuzu University in order to understand how theory and practice are integrated. The data was generated through document analysis. The study has revealed that the programme has made an effort to integrate theory with practice through the kind of courses that are offered to the students. The English teaching methodology courses provide a platform in which the content is integrated into the practice. In addition, the theoretical knowledge gained in the lecture rooms is actualised through teaching practice.