1. Applied Linguistics (Language Teaching and Learning)
Abbas Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi
Abstract
Pedagogical Content Knowledge (PCK) is both decisive—as it helps to formulate and present subject matters—and glocally relative as it is prone to the specificity of curricula of varying socio-cultural contexts. This study developed and validated a PCK questionnaire by focusing on data obtained ...
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Pedagogical Content Knowledge (PCK) is both decisive—as it helps to formulate and present subject matters—and glocally relative as it is prone to the specificity of curricula of varying socio-cultural contexts. This study developed and validated a PCK questionnaire by focusing on data obtained from Iranian English as a Foreign Language (EFL) teacher-education programs. PCK questionnaire items were extracted out of an in-depth literature review (globally) and interviews with 80 student-teachers (locally) and 120 student-teachers attending the pilot phase. Then, 180 other student-teachers completed a glocalized Likert-scale PCK questionnaire. Next, the final questionnaire, which was supposed to accommodate glocal aspects and subjected to both expert judgments as well psychometric measures like reliability estimation and factor analyses, enjoyed acceptable reliability index and validity measures including those of content and construct validity. The valid measure characterized as a 39-item is ultimately represented by nine factors including: Teaching Language Skills, Language Teaching Strategies, Classroom Management, Curriculum Designing and Materials Development, Assessment Literacy and Abilities, Course book Evaluation, Language Teachers' Technological Knowledge, Language Teachers' Professional Development, and Internship effect on Practical Teaching. The results underscore the significance of PCK in shaping effective teaching practices and provides the scholars with both instruments and context-sensitive practical model of EFL program evaluation.
1. Applied Linguistics (Language Teaching and Learning)
Parisa Etela; Hossein Saadabadi Motlaq; Saaid Yazdani
Abstract
Pedagogical beliefs as an important concept in psychology are one of the most influential and decisive factors in learners’ success. Recently, teacher beliefs have attracted the attention of many researchers in English language teaching contexts; therefore, the current study investigated non-native ...
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Pedagogical beliefs as an important concept in psychology are one of the most influential and decisive factors in learners’ success. Recently, teacher beliefs have attracted the attention of many researchers in English language teaching contexts; therefore, the current study investigated non-native novice English Language Teachers’ pedagogical beliefs and the extent to which their pedagogical beliefs modified in the first year of their teaching experience in comparison to pre-service teachers. The required data were collected through a belief questionnaire and a semi-structured interview. Although the results of the questionnaire demonstrated that there were statistically significant differences between pre-service and novice teachers, the findings of qualitative data illustrated that the majority of pedagogical beliefs were reformed. The findings indicated that several factors stimulated reformation in teachers’ beliefs; the overlooked importance of teachers’ role in materials development; lack of teaching practices in teacher education programs; cultural and contextual factors; and assessment procedure. Therefore, teachers need authority and power in educational contexts; teacher educators should specify a specific time to teaching practices to pre-determine the possible problems of the actual teaching practices in the classrooms; and a strong need for assessment practices in teacher education programs is required.
