Second-language teachers’ moral knowledge base: a comparison between experienced and less experienced, male and female practitioners

Akbari, Ramin; Tajik, Leila

doi:10.1080/03057240.2011.630384

Cited by 24 publications

(15 citation statements)

References 38 publications

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“…This is why no new curricula would ever be implemented if teachers do not support them. Therefore, it is necessary to determine if EFL teachers are mentally ready to implement the changes needed to achieve the educational goals of a modern society (Akbari & Tajik, 2012;Gao & Ma, 2011 (Padwad & Dixit, 2011, p. 7).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Change in EFL Teachers’ Perceptions of Professional Development

Mohammadi

Moradi

2017

Journal of Teacher Education for Sustainability

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Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachersí perceptions could be a significant endeavor as teachersí beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachersí beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachersí beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring Change in EFL Teachers’ Perceptions of Professional Development

Mohammadi

Moradi

2017

Journal of Teacher Education for Sustainability

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“…The present research is part of a series of studies that look at second language teachers' pedagogical knowledge base, and more specifically teachers' pedagogical thought units, taking into account different educational and demographic variables. Earlier published studies in this series dealt with the impact of experience on teachers' thoughts (Akbari & Tajik, 2009), the effect of formal education on their thinking patterns (Akbari & Dadvand, 2011) and teachers' moral thoughts as influenced by their gender and experience (Akbari & Tajik, 2012). It is the authors' belief that partial replication of previous studies, with changes in variables and data collection contexts, while using the same data collection methodology, can result in the development of a solid, comprehensive knowledge base that can have practical and theoretical implications.…”

Section: Introductionmentioning

confidence: 99%

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

Akbari

Moradkhani

2012

AJTE

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“…In spite of its centrality, teachersí moral mind has not been devoted the attention it deserves. Among the few studies conducted in Iranian context, Akbari and Tajik (2012) tried to find out what moral patterns exist in the practitionersí mind by considering both their pedagogical and moral thoughts through stimulated recall procedure. The results demonstrated the presence of more pedagogical thought units than moral ones implicating that EFL teachers are preoccupied with the professional aspects of their practice rather than the moral aspects of student-teacher relations.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers

Amini

Najafi

Behin

2020

Journal of Teacher Education for Sustainability

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Educating teachers for sustainability requires that teachers be considered as the mediators of change. To achieve this goal, a constructive teacher-learner relationship is essential where values and ethicality play a crucial role. Investigating language teachersí moral identity as an important aspect of teacher cognition can yield useful insights into the kind of relationship which is congenial to the desired whole-person development. The present qualitative study intended to explore the nature of moral dilemmas in language classes and teachersí criterial beliefs in responding to these dilemmatic situations. A systematic coding analysis of the recorded interviews with eight Iranian experienced EFL teachers revealed that they encountered moral dilemmas in both disciplinary and educational aspects of the teaching process. They referred to their knowledge, experience, intuitive sense as well as the teaching context and learnersí history as sources of their moral judgment. The findings on teachersí moral identity uphold implications for teacher education.

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Second-language teachers’ moral knowledge base: a comparison between experienced and less experienced, male and female practitioners

Cited by 24 publications

References 38 publications

Exploring Change in EFL Teachers’ Perceptions of Professional Development

Exploring Change in EFL Teachers’ Perceptions of Professional Development

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

Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers

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