Abstract

This study explored the impact of ELT methods on the development of PCK among English language teachers in Sindh, Pakistan. The researchers focused on primary and middle school English language teachers from public schools, specifically fresh teachers newly appointed in Education and Literacy Department Government of Sindh through NTS & STS. The Researchers used mix-methodology (qualitative and quantitative research design) to carry out their study. The researchers used random sampling technique to choose 60 Male and female primary school teachers (PSTs) & junior elementary school teachers (JESTs) from 10 Public schools. The researcher used various methods like surveys, interviews and classroom observations to gather data. they collected quantitative data through online questionnaire (WhatsApp & Email), face to face interviews from 10 respondents in both sections and class observations recorded in mobile phones.  Interestingly, the study found a gap between the teachers' self-perception and their actual teaching practices. While the teachers felt knowledgeable and confident in their understanding of English, their classroom methods weren't always effective. To address this, the study recommends that teacher training programs incorporate more opportunities for teachers to practice real-world 21 century teaching skills related to curriculum materials, learner needs, and instructional strategies in ELT classrooms.