آمار
| تعداد نشریات | 43 |
| تعداد شماره‌ها | 1,253 |
| تعداد مقالات | 15,411 |
| تعداد مشاهده مقاله | 51,245,911 |
| تعداد دریافت فایل اصل مقاله | 14,254,099 |
Pedagogical content knowledge and expertise in ELT | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 13، دوره 12، شماره 25، شهریور 2020، صفحه 323-342 اصل مقاله (494.87 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2020.10686 | ||
| نویسندگان | ||
| Elham Yazdanmehr1؛ Ramin Akbari* 2؛ Gholamreza Kiany2 | ||
| 1Assistant professor, English Department, Tarbiat Modares University, Tehran, Iran. | ||
| 2Associate Professor of English Department, Tarbiat Modares University, Tehran, Iran. | ||
| چکیده | ||
| In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how pedagogical content knowledge, as a characteristic of experts relates to four other dimensions of expertise in ELT. These include teacher’s experience, cognitive skills, professional development and learner-centered teaching. To this aim, a questionnaire was developed based on the related literature, comprising 109 items, 41 of which enquired about pedagogical content knowledge and the rest about the other dimensions of expertise in ELT. The reliability and validity of the test were confirmed. The SEM analysis results showed that pedagogical content knowledge was positively and significantly correlated with teacher’s experience, cognitive skills and learner-centered teaching. It also showed to have a statistically significant causal relationship with professional development. The findings proved the significance of pedagogical content knowledge as a prominent feature of expertise in ELT, which requires attention to teacher’s lesson planning, class management, problem solving, learning assessment/feedback and task design in teacher education programs or teacher evaluation program especially for the sake of teacher professional development. | ||
| کلیدواژه‌ها | ||
| pedagogical content knowledge؛ expertise؛ teacher expertise؛ ELT | ||
| مراجع | ||
|
Akyel, A. (1997). Experienced and student EFL teachers’ instructional thoughts and actions. Canadian Modern Language Review, 53, 678-704.
Anderson, L. M., Evertson, C. M. & Emmer, E. T. (1979). Dimensions in classroom management derived from recent research. Research and Development Center for Teacher Education: TX. [ERIC Document Reproduction Service No. ED 166 193].
Berliner, D. C. (1994a). Expertise: The wonder of exemplary performances. In J. N. Mangieri & C. C. Block (Eds.), Creating powerful thinking in teachers and students (pp. 161–186). Fort Worth, TX: Holt, Rinehart & Winston.
Berliner, D. C. (1994b). Teacher expertise. In T. Husèn & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 10, pp. 6020-6026). Elmsford, NY: Pergamon.
Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology & Society, 24(3), 200-212.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
Bromme, R. (2001). Teacher expertise. International Encyclopedia of the Social & Behavioral Sciences. 15459-15465.
Cellier, J., Eyrolle, H. & Marine, C. (1997). Expertise in dynamic environments. Ergonomics 40, 28–50.
Colvin, G., Kame’enui, E. J. & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16, 361-381.
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: a case study. System 41, 1070-1082.
Glaser, R. & Chi, M. (1988). Overview. In C. M. Glaser & R. M. Farr (Eds.), The nature of expertise (pp. 15-28). New Jersey: Lawrence Erlbaum.
Gruber, H. (2001). Acquisition of expertise. International Encyclopedia of the Social & Behavioral Sciences, 5145-5150.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Australian Council for Educational Research, 1-17.
Hogan, T. & Rabinowitz, M. (2003). Problem representation in teaching: inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235-247.
Hogan, T. & Rabinowitz, M. (2009). Teacher expertise and the development of a problem representation. Educational Psychology, 29(2), 153-169.
Johnston, B. (2009). Collaborative teacher development. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 241–49). Cambridge: Cambridge University Press.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: Oxford University Press.
Lewis, T. J. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31, 1-24.
Martin, N. K., Yin, Z. & Mayall, H. (2006, February). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. Retrieved from ERIC database. (ED494050)
Meyer, H. (2003). Novice and expert teachers’ conceptions of learners’ prior knowledge. Science Education 88 (6), 970-983.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Moallem, M. (1998). An expert teacher’s thinking and teaching and instructional design models and principles: an ethnographic study. ETR&D 46(2), 37-64.
NBPTS (2012). English language arts standards. Retrieved February 20, 2014, from http://www.nbpts.org/english-language-arts-ea
Oster-Levinz, A. & Klieger, A. (2010). Online tasks as a tool to promote teachers' expertise within the Technological Pedagogical Content Knowledge (TPACK). Procedia Social and Behavioral Sciences, 2, 354-358.
Pisova, M. & Janik, T. (2011). On the nature of expert teacher knowledge. ORBIS SCHOLAE 5(2), 95-111.
Reinders, H. (2009). Technology and second language teacher education. In A. Burns and J. C.
Richards (Eds.), The Cambridge guide to second language teacher education (pp. 230–37). Cambridge: Cambridge University Press.
Richards, J. C. (2011). Competence and performance in language teaching. Cambridge: Cambridge University Press.
Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review 57, 1-22.
Tsui, A. B. M. (2003). Understanding expertise in teaching: case studies of ESL teachers. Cambridge: Cambridge University Press.
Tsui, A. B. M. (2009). Teaching expertise: approaches, perspectives, and characterization. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 190-197). Cambridge: Cambridge University Press.
Webb, J.M., Diana, E.M., Luft, P., Brooks, E.W. & Brennan, E. L. (1997). Influence of pedagogical expertise and feedback on assessing student comprehension from nonverbal behavior. Journal of Educational Research, 91, 89–97.
Yazdanmehr, E., Akbari, R., Kiany, G. & Ghaffarsamar, R. (2016). Proposing a Conceptual Model for Teacher Expertise in ELT. Theory and Practice in Language Studies, 6(3). 631-641. | ||
|
آمار تعداد مشاهده مقاله: 506 تعداد دریافت فایل اصل مقاله: 609 |
||