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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 0000-0003-0268-391X)
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
FullText Text:
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  Data: Bridging Borders: English Language Teachers' Pedagogical Knowledge Transfer to the Home Context in Afghanistan
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Omar+Yacoub%22">Omar Yacoub</searchLink><br /><searchLink fieldCode="AR" term="%22Jawad+Golzar%22">Jawad Golzar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0268-391X">0000-0003-0268-391X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Post-Compulsory+Education%22"><i>Research in Post-Compulsory Education</i></searchLink>. 2025 30(3):596-618.
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  Data: 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
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  Data: Y
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  Data: 23
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22International+Programs%22">International Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Afghanistan%22">Afghanistan</searchLink>
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  Data: 10.1080/13596748.2025.2522553
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  Data: 1359-6748<br />1747-5112
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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  Data: EJ1481929
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        Value: 10.1080/13596748.2025.2522553
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 596
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
      – SubjectFull: Theories
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: International Programs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: United States
        Type: general
      – SubjectFull: Afghanistan
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    Titles:
      – TitleFull: Bridging Borders: English Language Teachers' Pedagogical Knowledge Transfer to the Home Context in Afghanistan
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            NameFull: Omar Yacoub
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            NameFull: Jawad Golzar
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              Type: published
              Y: 2025
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            – Type: issn-print
              Value: 1359-6748
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              Value: 1747-5112
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              Value: 30
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            – TitleFull: Research in Post-Compulsory Education
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