The Knowledge Base of Primary EFL Teachers – Pre-service and In-service Teachers’ Perceptions

Abstract

This exploratory study aims to investigate pre-service and in-service teachers' perceptions regarding the knowledge and skills required for effective language teaching at primary level. A mixed-method sequential approach was employed to data collection and analysis and was carried out in two phases. Data were initially obtained through a questionnaire-based survey and supplemented by individual and focus group interviews. The findings have highlighted the primacy of subject-matter knowledge and pedagogical content knowledge, showing evidence that both are necessary in order to avoid fragmented language teaching. The importance of teacher language awareness in forming the bridge between these two types of knowledge has also been stressed. The issues discussed can be used for future planning in the field of initial teacher education, especially in countries where early foreign language learning forms part of their educational agenda.

Establishing a framework for learning to teach English pronunciation in an Australian TESOL program

“…Some studies suggest that SLTE has only a limited impact on teachers' professional growth (e.g., Macalister, 2016;Ogilvie & Dunn, 2010;Peacock, 2001;Tang, Lee, & Chun, 2012;Urmston, 2003). Factors such as pre-existing beliefs and knowledge (Altan, 2006;Warford & Reeves, 2003), prior pedagogical experiences (Kourieos, 2014;Polat, 2010), and curriculum-related constraints (Tang et al, 2012) can hinder the development of L2 teaching competence. Other studies, however, have clearly demonstrated that student teachers' beliefs and pedagogical knowledge can develop substantially during SLTE pro-grams (Borg, 2011;Busch, 2010;Farrell, 2009;Wyatt & Borg, 2011).…”

“…The study also revealed that the non-native student teachers gained confidence in their ability to teach pronunciation. This paper provided valuable insights into the preparation of pronunciation teachers, but it did not take into account the participants' previous teaching experiences; an important factor that can influence cognition development (e.g., Kourieos, 2014;Polat, 2010).…”

Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Education

“…This gap remains in the related research conducted in the current decade. Common interests in LTC, for example, center on research exploring the practical knowledge base of EFL/ESL teachers (e.g., Kayi‐Aydar, ; Mullock, ), teachers’ perceptions of their knowledge base and growth (e.g., Choy, Wong, Lim, & Chong, ; Kourieos, ), or teachers’ knowledge base for a few specific aspects of EFL/ESL teaching. For example, practical knowledge growth in communicative language teaching (CLT) is reported in Wyatt and Borg (), teachers’ PCK in reading instruction in Goldfus () and Irvine‐Niakaris and Kiely (), vocabulary teaching in Macalister (), and grammar explanation in Sanchez and Borg ().…”

“I never imagined” pronunciation as “such an interesting thing”: Student teacher perception of innovative practices

“…The ratio of PSTs vs ISTs in the present study was 3-1, and therefore the breakdown of the number of coded instances demonstrated that participants perceived the haptic techniques positively irrespective of their pronunciation teaching experience. This is an important finding, because previous research suggested that instructor perception can differ substantially based on practical experience (Kourieos, 2014). So why then did the participants perceive the haptic method positively?…”