Teachers’ lack of self-regulatory behavior might negatively affect their professional development and student performance. This mixed-methods study attempted to investigate whether there is any difference between novice and experienced teachers’ perceptions and use of self-regulatory strategies in light of gender and teaching experience. In the quantitative phase, 120 EFL teachers from Iranian language schools were recruited through convenience sampling and surveyed with Teacher’s Self-Regulation Questionnaire (Capa‐Aydin, 2009). In the qualitative phase, semi-structured interviews were conducted with 10 teachers with varying teaching experiences, including both genders to examine their practices and perceptions toward self-regulation strategies. Then, the participants were placed into different groups based on their gender, experience, and perceptions toward self-regulation strategies. Afterward, the teachers were grouped into the novice and experienced. The researchers also conducted 10 classroom observations of five teachers through a checklist to see whether teachers applied the self-regulation characteristics in their practice. The results of the first phase indicated that there was a statistically significant difference between novice and experienced teachers in their perceptions and use of self-regulatory strategies. It is noteworthy that no difference was found between their gender and teaching experience with respect to their perception of self-regulation. Further, no interactions were found among EFL teachers’ gender, experience, and use of self-regulation strategies. The analyses of the qualitative phase revealed that the participants held varying perceptions toward self-regulation strategies. The findings provide implications for EFL teachers, teacher educators, and policymakers to apply self-regulated strategies in their careers. تفاصيل المقالة

As technology becomes more integral to education, its effective use is shaped by cultural influences, especially in diverse classrooms. EFL teachers have recognized the significance of cultural and multicultural awareness, which enriches the educational experience, particularly in advanced settings. Consequently, this qualitative exploratory study investigated the impact of cultural and multicultural awareness on Iranian EFL teachers' TPACK in both AVR-based and traditional teacher training courses. Therefore, 28 Iranian EFL teachers participated in an eight-week training program, followed by semi-structured interviews and reflective inquiries. The data was analyzed through qualitative thematic analysis, both manually and using MAXQDA, guided by Mishra and Koehler’s (2006) TPACK framework. The findings revealed that both AVR-based and traditional training methods improved TPACK, but each had unique strengths and limitations. AVR training led to significant improvements in teachers' TCK and TPK, enhancing their ability to integrate cultural knowledge into teaching practices and adapt pedagogical strategies. Traditional training also improved TPACK, strengthening PK and PCK through effective media use. In addition to updating teaching practices to meet the needs of Generation Z, AVR's strengths included increased adaptability and creativity in lesson planning, while traditional methods offered solid, practical approaches to cultural integration. Challenges such as the high cost and complexity of AVR technology contrasted with the more straightforward implementation of traditional methods. Additionally, pedagogical implications include integrating AVR technology to enhance culturally relevant teaching, emphasizing ongoing professional development, addressing technological and cost challenges, and combining innovative and traditional methods for comprehensive teacher preparation.

تفاصيل المقالة