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Showing 2 results for Efl Teachers
Zahra Hesami, Golnar Mazdayasna, Ali Mohammad Fazilatfar,
Volume 21, Issue 1 (4-2018)
Abstract
| Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development. |
Masoumeh Ghamoushi, Zohre Mohamadi Zenouzagh, Mohammad Hashamdar,
Volume 25, Issue 2 (9-2022)
Abstract
The growing literature on teacher professional development emphasizes the positive contribution of teacher engagement to the professional development of teachers. However, scant attention was given to the relationship between this concept and teacher ecological agency as one of the potential factors influencing teacher engagement and in turn professional development. To fill this research gap, a sample of 369 EFL teachers from different institutes in Iran selected through convenience sampling participated in this study. The required data was collected by administering two questionnaires: The teacher ecological agency questionnaire and the teacher engagement questionnaire. The relationship between teachers’ ecological agency and teachers’ engagement and their underlying components were investigated through structural equation modeling (SEM) and Pearson correlation. The outcomes of SEM revealed a significant association between teachers’ ecological agency and engagement. The Pearson correlation results indicated that all three components of teacher ecological agency are correlated significantly with all five components of teacher engagement. The highest degree of correlation was found between emotional engagement and practical-evaluative agency (.711), agentic engagement, and practical-evaluative agency (.705) and cognitive engagement and practical-evaluative agency (.692). The pedagogical implications of this study enhance the efficiency of the educational system and teachers’ professional development.
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