فهرس المقالات Teacher Development

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  1 - Tracking Modifications of Iranian EFL Teachers’ Pedagogical Beliefs in Interaction between a Pre-Service Teacher Training Program and Teaching Practices
  Parisa Etela Hossein Saadabadi Motlagh Saeed Yazdani
  10.30486/relp.2023.1977663.1432
  Recently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical bel أکثر

  Recently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical beliefs after participating in a two-year teacher training program and following teaching practices. Through convenient sampling, the researchers selected 24 Iranian EFL teacher students who had teaching experiences of 3-10 years at Islamic Azad University; Shiraz Branch. They collected the required data through a teacher belief questionnaire and a semi-structured interview. The results of both quantitative and qualitative data indicated that teaching practices made a unique influence on the modifications in teachers’ pedagogical beliefs. In other words, the results emphasized the power of teaching practice in any modification in teachers’ beliefs over theoretical teaching. These findings have important implications for teacher educators who seek to modify teachers’ beliefs during teacher training programs. تفاصيل المقالة
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  2 - Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
  Azam Pourmohammadi Kharrati Firooz Sadighi Mohammad Javad Riasati
  The rise of attention in language pedagogy towards subject matter knowledge and its impact on teachers’ professionalism accentuates the role of language teachers' metalinguistic knowledge in L2 teaching. The present study focused on identifying the status of Irani أکثر

  The rise of attention in language pedagogy towards subject matter knowledge and its impact on teachers’ professionalism accentuates the role of language teachers' metalinguistic knowledge in L2 teaching. The present study focused on identifying the status of Iranian EFL teachers’ metalinguistic knowledge concerning their academic major. For this aim, a metalinguistic knowledge test entailing 2 modules of production and reception was administered to a total of 200 Iranian EFL teachers. To cross-validate the metalinguistic test results, a series of semi-structured interviews were conducted with 40 of the target EFL teachers to explore their perspectives about the academic major and metalinguistic knowledge development. Based on the MANOVA results, the academic major was found to be a predictor for the productive and receptive mode of metalinguistic knowledge attained by the teachers. The interview results boring out those of the metalinguistic knowledge test revealed more facts about the teachers’ perspectives of different factors contributing to their metalinguistic knowledge development. The teachers complained about the deficiency that existed in their university curriculum which lacked enough courses referring to metalinguistic knowledge and provided some suggestions in this regard. The findings offer a number of pedagogical implications for language teachers and teacher educators and state some recommendations for further research directions. تفاصيل المقالة
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  3 - Supervisory Strategies in Core Reflection-driven Discussions for EFL Teachers’ Professional Development <br> DOR: 20.1001.1.23223898.2021.9.36.3.9
  Neda Ashraafi Mohammadreza Talebinejad Mohsen Shahrokhi
  Forty general English teachers at the university level attended three supervisory sessions. The qualitative data were collected through a triangulation of various techniques, including: pre/post-supervision semi-structured interviews, classroom observation checklists, r أکثر

  Forty general English teachers at the university level attended three supervisory sessions. The qualitative data were collected through a triangulation of various techniques, including: pre/post-supervision semi-structured interviews, classroom observation checklists, reflective journals, field notes, and transcriptions of audio-recorded data from supervisory meetings. Thematic analysis was used to identify recurring themes at each layer of the onion model. The Chi-square analysis revealed a significant difference between teachers&rsquo; attitudes and strategies before and after the supervisory meetings. The results demonstrated that teachers experienced a process of growth with a developmental trajectory from the outer layers to the inner layers of the onion model fostering the core qualities of self-confidence, self-efficacy, self-awareness, and autonomy. Furthermore, the analysis indicated that the supervisor played a significant role in teachers&rsquo; development by using supervisory strategies such as: empathetic listening and accepting the problems, empowerment by activating core qualities, giving attention to inner obstacles, giving balanced attention to cognition, emotion, and motivation, and help to get autonomy in core reflection. The findings support making deliberate efforts to establish regular supervisory practicum meetings as part of academic professional culture, and the core reflection approach as a valuable strategy. تفاصيل المقالة
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  4 - Revisiting the Role of Language Teachers’ Metalinguistic Knowledge in Classroom
  Azam Pourmohammadi Kharrati firooz sadighi Mohhamadjavad Riasati
  One area that has not gotten much attention in the professional literature on teaching second languages is the function of teacher metalinguistic knowledge in the classroom. Because it has historically been associated with formal grammar teaching, metalinguistic knowled أکثر

  One area that has not gotten much attention in the professional literature on teaching second languages is the function of teacher metalinguistic knowledge in the classroom. Because it has historically been associated with formal grammar teaching, metalinguistic knowledge has been disregarded or even abandoned as an essential part of pedagogical practice in many L2 classrooms. Nonetheless, new studies have shown how important it is to give form and meaning equal weight when teaching languages. This essay reviews studies on the value of teachers’ metalinguistic knowledge and how it relates to learners' improvement of language comprehension and proficiency. It also takes into account a number of potential benefits of possessing and using metalinguistic knowledge in L2 teaching especially teaching grammar in English as a Foreign Language (EFL) classrooms. It is concluded based on this discussion that teachers' metalinguistic knowledge deserves a place in L2 classrooms. The study offers some implications for teachers and teacher educators, too. تفاصيل المقالة