A Comparison of Professional Knowledge between Expert and Novice Iranian EFL Teachers at Iranian Language Institutes and Universities
محورهای موضوعی : Journal of Teaching English Language Studies
Mahbubeh Yazdanpanah
1
(
Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
Rahman Sahragard
2
(
Shiraz University
)
کلید واژه: Iran, EFL, novice teachers, expert teachers, teachers&rsquo, professional knowledge,
چکیده مقاله :
This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning.
Beijaard, D., Verloop, N., & Vermunt. J. D. (2000). Teachers' perceptions of professional identity:
An exploratory study from a personal knowledge perspective. Teaching and Teacher
Education, 16, 749 764.
Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. Manygieri & C.
Block (Eds.), Creating powerful thinking and teaches and students: diverse perspectives (pp.
161-186). America: Harcourt Brace College Publishers.
Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional
development that work. Educational Leadership, 57(8), 28-33.
Briggs, M. (2014). Second language teaching and learning: The roles of teachers, students, and the
classroom environment. Unpublished master’s thesis, Utah State University, Merrill-Cazier
Library, Utah. Brillinger, k. (2004). The impact of teacher presentation style. Retrieved
December 7, 2011, from http://www.wlu.ca/documents.
Christensen, D. (1996). The professional knowledge-research base for teacher education. In J.
Sikula, TH. J. Battery, & E. Guyton (Eds.), Handbook of Research on Teacher Education
(pp. 38-52). New York: Prentice Hall.
Corrigan, D. C., & Habermen, M. (1990). The context of teacher education. In R. Houston (Eds.),
Handbook of Research on Teacher Education (pp. 195-211). London: Mc Millan.
Crookes, G. (2003). A practicum in TESOL. Cambridge: Cambridge University Press.
De Graaff, R. & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction. In
M. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp. 726-755). Oxford:
Blackwell.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 2, Autumn 2017
57
DeKeyser, R. M. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), The
Handbook of Second Language Acquisition (pp. 313-348). Malden, MA: Blackwell.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction,
administration, and processing (2ndEd.). London: Routledge.
Ellis, R. (2005). Instructed second language acquisition: A literature review. Wellington, New
Zealand: Ministry of Education.
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41, 1070 –
1082.
Ferguson, P. & Womack, S. T. (1993). The impact of subject matter and education coursework on
teaching performance. Journal of Teacher Education, 44(1), 55-63.
Ford, K. (2011). Differentiated Instruction for English Language Learners. Available: Online by
the Educators Guide to Learning Disabilities and ADHD.
Gatbonton, E. (1999). Investigating experienced ESL teachers' pedagogical knowledge. Modem
Language Journal, 83, 35- 50.
Gatbonton, E. (2008). Looking beyond teachers' classroom behavior: Novice and experienced ESL
teachers' pedagogical knowledge. Language Teaching Research, 12(2), 161-182.
Goodwyn, A. (2010). The expert teacher of English. London and New York: Routledge.
Goodwyn, A. (2016). Expert teachers: An international perspective. London: Taylor & Francis
Ltd.
Halliday, M. A. K. (1973). Explorations in the functions of language. London: Arnold. Hargreaves,
A. (1994). Changing teachers, changing times. New York: Teachers College Press.
Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? Paper
presented in the Australian Council for Educational Research.
Imig, D., & Switzer, T. (1996). Changing teacher education programs, restructuring collegiatebased
teacher education. In J. Sikula, TH. J. Battery, & E. Guyton (Eds.), Handbook of
Research on Teacher Education (pp. 213-225). New York: Prentice Hall.
Ingvarson, L. (1998a). Professional development as the pursuit of professional standards: The
standards-based professional development system. Teaching and Teacher Education, 14(2),
pp. 127-140.Ingvarson, L. (1998a). Professional development as the pursuit of professional
standards: The standards-based professional development system. Teaching and Teacher
Education, 14(2), pp. 127-140.
Ingvarson, L. (1998b). Teaching standards: Foundations for professional development reform. In
A. Hargreaves, A. Leiberman, M. Fullan.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 2, Autumn 2017
58
Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESOL
teachers. TESOL Quarterly, 26(3), 507-535.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for
knowing, analyzing, recognizing, doing, and seeing. New York and London: Routledge.
Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen (2nd ed.).
New York, NY: McGraw-Hill.
Liakopoulou, M. (2011). The Professional competence of teachers: Which qualities, attitudes, skills
and knowledge contribute to a teacher’s effectiveness? International Journal of Humanities
and Social Science, 1(21), 66-78.
Lightbown, P. & Spada, N. (1990). Focus-on-form and corrective feedback in communicative
language teaching: Effects on second language learning. Studies in Second Language
Acquisition, 12(4), 429–48.
Loghran, J. (2011). What expert teachers do? Australia: Allen & Unwin.
McMahon, L. A. (1995). A study of how teachers employ their teaching skills during interactive
decision making. University of Lowell. UMI ProQuest Digital Dissertations- Full Citation
&Abstract, DAI-A 56/06.
Meijer, P.C., Verloop, N. & Beijaard, D. (1999). Exploring language teachers’ practical knowledge
about teaching reading comprehension. Teaching and Teacher Education, 15, 59-84.
Meijer, P.C., Verloop, N. & Beijaard, D. (2001). Similarities and differences in teachers’ practical
knowledge about teaching reading comprehension. The Journal of Educational Research,
94(3), 171-184.
Meyer, H. (2004). Novice and expert teachers' conceptions of learners' prior knowledge. Science
Education, 88(6), 970-983.
Milner, H. R. (2001). A qualitative investigation of teachers’ planning and efficacy for student
engagement. The Ohio State University. UMI ProQuest Digital Dissertations- Full Citation &
Abstract, DAI-A 63/04.
Monk, W. E. (1994). Reflecting on reflections: A case study of experienced and inexperienced ESL
teachers. System, 22(1), 93-111. doi: 10.1016/0346-251X (94)90043-4
Motha, H. (2013). The effect of deductive and inductive learning strategies on language
acquisition. Unpublished master's thesis, Tilburg University, Tilburg.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 2, Autumn 2017
59
Pallant, J. (2013). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS
(5th ed.). McGraw Hill Education: Open University Press.
Saphier, J. (2007). John Adams's promise: How to have good schools for all children not just for
some. Research for Better Teaching.
Shulman, L. S. (1986a). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15 (2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1–22.
Smith, D. B. (1996). Issues and options in language teaching. Oxford: Oxford University Press.
Tsui, A. (2003). Understanding expertise in teaching: Case studies in ESL teaching. Cambridge:
Cambridge University Press.
Tsui, A. (2005). Expertise in teaching: Perspectives and issues. In K. Johnson (Ed.), Expertise in
second language learning and teaching (pp. 167-189). New York, NY: Palgrave Macmillan.
Valli, L., Agostinelli, A. (1993). Teaching before and after professional preparation: The story of a
high school mathematics teacher. Journal of Teacher Education, 44, 107-118.
Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge based of
teaching. International Journal of Education Research, 35, 441-461.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (Ed.).
Cambridge, Mass: Harvard University Press.
