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Showing 2 results for Experienced 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. |
Mohammad Nabi Karimi, Mostafa Nazari,
Volume 22, Issue 1 (3-2019)
Abstract
| Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed. |
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