Bridging Borders: English Language Teachers' Pedagogical Knowledge Transfer to the Home Context in Afghanistan
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| Title: | Bridging Borders: English Language Teachers' Pedagogical Knowledge Transfer to the Home Context in Afghanistan |
|---|---|
| Language: | English |
| Authors: | Omar Yacoub, Jawad Golzar (ORCID |
| Source: | Research in Post-Compulsory Education. 2025 30(3):596-618. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Language Teachers, Transfer of Training, Theories, Preservice Teacher Education, International Programs, Foreign Countries, Second Language Instruction, College Faculty, Teacher Attitudes |
| Geographic Terms: | United States, Afghanistan |
| DOI: | 10.1080/13596748.2025.2522553 |
| ISSN: | 1359-6748 1747-5112 |
| Abstract: | By tracking four university English language teachers' learning trajectories from their host US teacher education programmes to their home classroom contexts, the current study examined how some teachers perceive their learning in the programmes and how they transfer learnt pedagogical knowledge to their local teaching contexts through the lens of learning transfer theory by Haskell (2001). Using a qualitative approach, the participants were interviewed about their perception, the ways they transfer their knowledge and the tensions they experienced during the process. Thematic analysis revealed that teachers maintained a positive perception of their teacher education programmes. The teacher participants also reported transfer of teaching methods, course material development, and assessment knowledge. However, they were challenged to transfer knowledge to their home context. The study ultimately provided valuable insights for teaching practices and future research in teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481929 |
| Database: | ERIC |
| Abstract: | By tracking four university English language teachers' learning trajectories from their host US teacher education programmes to their home classroom contexts, the current study examined how some teachers perceive their learning in the programmes and how they transfer learnt pedagogical knowledge to their local teaching contexts through the lens of learning transfer theory by Haskell (2001). Using a qualitative approach, the participants were interviewed about their perception, the ways they transfer their knowledge and the tensions they experienced during the process. Thematic analysis revealed that teachers maintained a positive perception of their teacher education programmes. The teacher participants also reported transfer of teaching methods, course material development, and assessment knowledge. However, they were challenged to transfer knowledge to their home context. The study ultimately provided valuable insights for teaching practices and future research in teacher education. |
|---|---|
| ISSN: | 1359-6748 1747-5112 |
| DOI: | 10.1080/13596748.2025.2522553 |
