Sariçoban, A.Kirmizi, Ö.2024-09-292024-09-2920201305-578Xhttps://doi.org/10.17263/JLLS.759270https://search.trdizin.gov.tr/tr/yayin/detay/395075https://hdl.handle.net/20.500.14619/9123The present study was undertaken through a qualitative research model in order to examine which subcategories of Pedagogical Content Knowledge (PCK) emerged during the practicum process of four novice English teachers enrolled in a teaching certificate (formation) program at a public university. The teaching sessions of four prospective teachers (PTs) were recorded and follow-up interviews were conducted with the prospective teachers. Stimulated recall technique was used in the interviews. Each prospective teacher was observed for four times and the lessons conducted by prospective teachers were recorded. The PCK categorization suggested by Moradkhani et al. (2013) was utilized. They categorized PCK in 8 macro categories with accompanying micro categories. The study was conducted throughout one semester in which the novice teachers were supposed to complete their practicum. The results indicated that knowledge of students is extremely important in the language teaching process, which is followed by knowledge of transferring knowledge and knowledge of teaching techniques. Further, findings also indicate that PTs need development in knowledge of language, knowledge of language teaching methods, and knowledge of linguistics. PTs must develop insight into how to provide effective input. © 2020 JLLS and the Authors - Published by JLLS.eninfo:eu-repo/semantics/openAccessInputLanguage teaching methodsMicro and macro categoriesNovice EFL teachersPedagogical content knowledgeArticle10.17263/JLLS.7592702-s2.0-850926732826832N/A66139507516