ESP Teachers’ Knowledge and Its Sources in Reading Instruction for Cabin Crew
محورهای موضوعی :Simin Sadeghi 1 , zia Tajeddin 2 , Minoo Alemi 3
1 - Department of English Language Teaching, Islamic Azad University, West Tehran Branch, Tehran, Iran
2 - Allameh Tabataba’i University, Iran
3 - Professor, Department of English Language Teaching, WT. C., Islamic Azad University, Tehran, Iran
کلید واژه: Cabin crew, ESP, ESP teachers, Reading instruction, Teacher knowledge,
چکیده مقاله :
Although decades of research have consistently emphasized the significance of teachers' knowledge, their knowledge base in English for specific purposes (ESP) has received far less attention. To address this gap, this qualitative study embarked on identifying cabin crew ESP teachers' knowledge base and its sources in their reading instruction. Through narrative interviews, data were collected from four cabin crew ESP teachers, consisting of two language teachers and two content specialists, teaching aviation training centers. The content analysis of transcriptions divulged six salient mutual knowledge bases in two groups of teachers including language knowledge, general pedagogical knowledge, pedagogical content knowledge, subject matter knowledge, contextual knowledge, and curricular knowledge followed by individual teachers’ distinctive and idiosyncratic knowledge sources. Likewise, the results divulged a noticeable discrepancy across language teachers and content specialists concerning how they acquired their knowledge of ESP reading. The findings contribute a picture of ESP teachers’ knowledge base and its sources in their cabin crew reading instruction and promise implications for ESP teacher education programs and in-service teacher courses.
Although decades of research have consistently emphasized the significance of teachers' knowledge, their knowledge base in English for specific purposes (ESP) has received far less attention. To address this gap, this qualitative study embarked on identifying cabin crew ESP teachers' knowledge base and its sources in their reading instruction. Through narrative interviews, data were collected from four cabin crew ESP teachers, consisting of two language teachers and two content specialists, teaching aviation training centers. The content analysis of transcriptions divulged six salient mutual knowledge bases in two groups of teachers including language knowledge, general pedagogical knowledge, pedagogical content knowledge, subject matter knowledge, contextual knowledge, and curricular knowledge followed by individual teachers’ distinctive and idiosyncratic knowledge sources. Likewise, the results divulged a noticeable discrepancy across language teachers and content specialists concerning how they acquired their knowledge of ESP reading. The findings contribute a picture of ESP teachers’ knowledge base and its sources in their cabin crew reading instruction and promise implications for ESP teacher education programs and in-service teacher courses.
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