Teacher Cognition in Iranian EFL High Schools: Insights into Interaction, Thinking Skills, Educational Programs, and Global Pedagogical Paradigms
Seyed Ehsan Afsahi
1
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Hossein Heidari Tabrizi
2
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Azizeh Chalak
3
(
English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
الکلمات المفتاحية: Iranian EFL teachers, teacher cognition, pedagogy, curriculum, instructional environment, thinking skills, educational programs,
ملخص المقالة :
This study provides a comprehensive examination of Iranian EFL high school teachers' cognition, focusing on four critical dimensions: teacher-student interaction and the instructional environment, the thinking skills students should develop, the structure and content of educational programs, and the alignment of teaching practices with contemporary pedagogical paradigms such as global Englishes and intercultural communicative competence (ICC). Using a mixed-methods approach that combined the iterative Delphi method with detailed quantitative analyses, data were collected from a diverse group of teachers across Iran. The findings reveal systemic challenges, including large class sizes, rigid and outdated curricula, and inadequate integration of critical thinking and ICC into instructional practices. Quantitative results highlight significant gaps in current teaching methodologies, while qualitative insights offer practical recommendations. These include targeted professional development programs, adoption of modular and flexible curriculum structures, and leveraging technology to enhance classroom learning. Furthermore, the study underscores the need for reforms in teacher education to equip educators with the skills and resources to navigate the demands of a globalized English language teaching environment. The research provides strategic implications for policymakers, teacher educators, and curriculum developers aiming to enhance teaching efficacy and student outcomes in EFL contexts. By addressing these multidimensional challenges, the study contributes to the broader discourse on effective English language education in developing educational systems.
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