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Enhancing Pedagogical Practices: Insights from Novice and Experienced English Language Teachers

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Title: Enhancing Pedagogical Practices: Insights from Novice and Experienced English Language Teachers
Language: English
Authors: Mostafa Morady Moghaddam (ORCID 0000-0002-7939-7105), Mohammad Hossein Tirnaz
Source: Australian Journal of Applied Linguistics. 2024 7(1).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Language Teachers, Beginning Teachers, Experienced Teachers, Teaching Methods, Second Language Instruction, Second Language Learning, Recall (Psychology), English (Second Language), Teacher Attitudes, Foreign Countries, Comparative Analysis, Pedagogical Content Knowledge, Teacher Student Relationship, Classroom Techniques, Language Usage
Geographic Terms: Iran
ISSN: 2209-0959
Abstract: This study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers' reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton's (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% of their pedagogical thought units. This study contributes to the understanding of EFL teachers' pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design of effective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425142
Database: ERIC
FullText Text:
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  Data: Enhancing Pedagogical Practices: Insights from Novice and Experienced English Language Teachers
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  Data: <searchLink fieldCode="AR" term="%22Mostafa+Morady+Moghaddam%22">Mostafa Morady Moghaddam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7939-7105">0000-0002-7939-7105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammad+Hossein+Tirnaz%22">Mohammad Hossein Tirnaz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2024 7(1).
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
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  Data: 24
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Experienced+Teachers%22">Experienced Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 2209-0959
– Name: Abstract
  Label: Abstract
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  Data: This study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers' reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton's (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% of their pedagogical thought units. This study contributes to the understanding of EFL teachers' pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design of effective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Recall (Psychology)
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Language Usage
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      – SubjectFull: Iran
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      – TitleFull: Enhancing Pedagogical Practices: Insights from Novice and Experienced English Language Teachers
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            NameFull: Mohammad Hossein Tirnaz
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