Abstract

The main objective of this study is to explore EFL teachers’ pedagogical content knowledge, believes and practices in writing skills. The qualitative approach was employed. The participants of the study were three English language teachers who were teaching basic writing skills. Two data collecting instruments were used to carry out this study. Namely, classroom observation and semi- structured interview. Classroom observation was performed in three of the classes using video recordings and observation checklist, and to validate, semi-structured interview was employed with three of the instructors who were observed. As the results showed, EFL writing instructors’ pedagogical content knowledge is almost inconsistent with the classroom practices. Based on the findings, it was suggested that English language teachers should focus on practice, and should teach their students practically. Students should improve their interest and performance.

Key words: Teaching pedagogy, believes, practices.