Is a Degree Relevant? A Comparison of Pedagogical Thought Units of Teachers with and without ELT-related Academic Credentials

Akbari, Ramin; Moradkhani, Shahab

doi:10.14221/ajte.2012v37n12.5

Cited by 10 publications

(12 citation statements)

References 42 publications

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“…Ninety two percent of the teachers believe they use teaching methods, techniques and instruments suitable for specialized topics they teach. Our results on pedagogical content knowledge realization support the previous results on the issue (Akbari and Moradkhani, 2012;Moradkhani et al, 2013). In comparison to the lower percentage related to content knowledge, the high percentage of confidence in using appropriate teaching methods, techniques and instruments, i.e.…”

Section: Pedagogical and Content Knowledgesupporting

confidence: 89%

Examining Pedagogical Content Knowledge of Esp Teachers

Lenard

Lenard²

2019

ESPEAP

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A prerequisite for successful knowledge transfer is for a teacher to have sound pedagogical content knowledge, i.e. to have understanding of students’ learning abilities, educational context, content and to employ appropriate instructional techniques. The aim of this paper was to study English for Specific Purposes (ESP) teachers’ teaching experience. For that purpose, 47 ESP teachers working at 7 Croatian universities voluntarily participated in an anonymous survey whose results were processed in SPSS. The results indicated that the teachers compile their teaching materials consulting various available resources, but rarely cooperate with their specialized course colleagues despite recognizing the importance and fruitfulness of such cooperation. In spite of feeling less confident about content knowledge, the teachers prepare thoroughly and present content in an appealing and interesting way. Finally, the teachers carry out course evaluations implementing students’ suggestions into their courses, all of which point to the teachers’ carefully considering all elements of the teaching process constantly aiming to improve both their own and students’ performance.

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Section: Pedagogical and Content Knowledgesupporting

confidence: 89%

Examining Pedagogical Content Knowledge of Esp Teachers

Lenard

Lenard²

2019

ESPEAP

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“…While other researchers (e.g. Akbari & Moradkhani, 2012;Gatbonton, 2008;Mullock, 2006) added a few minor categories, the core of language teachers' pedagogical knowledge remained more or less consistent.…”

Section: Knowledge Base and Teachersmentioning

confidence: 85%

“…For instance, in some of the papers that have investigated English teachers' pedagogical knowledge base (e.g. Akbari & Dadvand, 2011;Akbari & Moradkhani, 2012;Gatbonton, 2008), the first category has been similarly reported as the most frequently mentioned thought unit (Language management). The other three macro categories (but with different names) have also been mentioned in these studies with various frequencies.…”

Section: The Qualitative Phasementioning

confidence: 99%

English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories

Moradkhani

Akbari

Samar³

et al. 2013

AJTE

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The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical knowledge encompasses eight macro categories; namely, knowledge of language and related disciplines, knowledge of ELT theories, skills, and techniques, knowledge of context and social relations, knowledge of class, time, and learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their assessment, and knowledge of reflective and critical teaching. Among these categories, the first four ones are shared by language teachers, while the rest belong to the domain of teacher educators. The findings also revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research.

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“…As to the importance of academic credentials on teacher thinking, there is evidence in the literature suggesting that the kind of academic program that teachers experience can shape their instructional thinking and knowledge base (e.g. Akbari & Moradkhani, 2012;Karimi, 2011), best reflected in Akbari and Moradkhani's (2012) words " it seems that individuals with academic degrees in English-related majors are in a better position by showing more mental sophistication and sensitivity as to what is going on in the classroom" (p. 90). Across the globe, and in particular, in the Iranian EFL context, there is a growing number of people who enter the ELT profession through alternative routes rather than through standard ELT pre-service teacher training programs (Karimi, 2011).…”

Section: Discussionmentioning

confidence: 99%

EFL teachers’ beliefs/practices correspondence in reading instruction: does language teacher education make a difference?

Karimi

Dehghani

2016

International Journal of Pedagogies and Learning

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The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were certified BA and MA holders of TEFL while 40 others were practicing teachers without TEFL-related certification. Teachers' Orientation to Reading Instruction (TORI) was used to measure the teachers' theoretical orientations towards reading instruction. There were also class observations of 25% of the surveyed teachers to explore the correspondence or lack thereof between their professed theoretical orientations towards reading instruction and their actual reading instructional practices. A series of independent samples t-tests and Pearson product-moment correlation procedures were run to analyze the data. The results showed no significant difference between the two groups of teachers in their orientations towards reading instruction. However, there were significant differences between the two groups in their instructional practices. The results further confirmed a low correlation between self-reported theoretical orientations and actual reading instructional practices among the uncertified group of teachers and a high correlation between the certified teachers' self-reported theoretical orientations to reading instruction and their reading instructional practices.

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Is a Degree Relevant? A Comparison of Pedagogical Thought Units of Teachers with and without ELT-related Academic Credentials

Cited by 10 publications

References 42 publications

Examining Pedagogical Content Knowledge of Esp Teachers

Examining Pedagogical Content Knowledge of Esp Teachers

English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories

EFL teachers’ beliefs/practices correspondence in reading instruction: does language teacher education make a difference?

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