Language teacher educators’ pedagogical knowledge: Validating a proposed model
The aim of the current study was twofold: identifying the constituent components of language teacher educators’ pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors’ opinions about these components. Data were collected from 436...
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Urmia University
2017-07-01
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doaj-993d805a33214f4fb408f234870085c62020-11-25T01:50:56ZengUrmia UniversityIranian Journal of Language Teaching Research2322-12912322-12912017-07-015291111Language teacher educators’ pedagogical knowledge: Validating a proposed modelShahab Moradkhani0Razi UniversityThe aim of the current study was twofold: identifying the constituent components of language teacher educators’ pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors’ opinions about these components. Data were collected from 436 participants using a questionnaire. The results of factor analysis showed that teacher educators’ pedagogical knowledge comprised of eleven components: teacher education, ELT-related theories, relevant disciplines, technology, context, research, social relations, language-related issues, reflection, teachers, and socio-political issues. Furthermore, the results of multiple sets of one-way ANOVA indicated significant rating differences in five of these components, with teachers registering lower scores, compared to teacher educators and university professors. The components of language teacher educators’ pedagogical knowledge are discussed in light of the proposed model and the available literature. The differences between the three groups of stakeholders’ ideas are also attributed to their job descriptions. This eleven-component questionnaire can be used to assess teacher educators’ pedagogical knowledge. The discrepancy between the three groups of stakeholders’ ideas also shows that a more dialogic approach should be adopted in teacher education programs. http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/6.%20Moradkhani.pdfEnglish language teachingpedagogical knowledgeteacherteacher educatoruniversity professor |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Shahab Moradkhani |
spellingShingle |
Shahab Moradkhani Language teacher educators’ pedagogical knowledge: Validating a proposed model Iranian Journal of Language Teaching Research English language teaching pedagogical knowledge teacher teacher educator university professor |
author_facet |
Shahab Moradkhani |
author_sort |
Shahab Moradkhani |
title |
Language teacher educators’ pedagogical knowledge: Validating a proposed model |
title_short |
Language teacher educators’ pedagogical knowledge: Validating a proposed model |
title_full |
Language teacher educators’ pedagogical knowledge: Validating a proposed model |
title_fullStr |
Language teacher educators’ pedagogical knowledge: Validating a proposed model |
title_full_unstemmed |
Language teacher educators’ pedagogical knowledge: Validating a proposed model |
title_sort |
language teacher educators’ pedagogical knowledge: validating a proposed model |
publisher |
Urmia University |
series |
Iranian Journal of Language Teaching Research |
issn |
2322-1291 2322-1291 |
publishDate |
2017-07-01 |
description |
The aim of the current study was twofold: identifying the constituent components of language teacher
educators’ pedagogical knowledge, and investigating possible differences among teachers, teacher
educators, and university professors’ opinions about these components. Data were collected from 436
participants using a questionnaire. The results of factor analysis showed that teacher educators’
pedagogical knowledge comprised of eleven components: teacher education, ELT-related theories,
relevant disciplines, technology, context, research, social relations, language-related issues, reflection,
teachers, and socio-political issues. Furthermore, the results of multiple sets of one-way ANOVA
indicated significant rating differences in five of these components, with teachers registering lower
scores, compared to teacher educators and university professors. The components of language
teacher educators’ pedagogical knowledge are discussed in light of the proposed model and the
available literature. The differences between the three groups of stakeholders’ ideas are also
attributed to their job descriptions. This eleven-component questionnaire can be used to assess
teacher educators’ pedagogical knowledge. The discrepancy between the three groups of
stakeholders’ ideas also shows that a more dialogic approach should be adopted in teacher education
programs.
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topic |
English language teaching pedagogical knowledge teacher teacher educator university professor |
url |
http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/6.%20Moradkhani.pdf |
work_keys_str_mv |
AT shahabmoradkhani languageteachereducatorspedagogicalknowledgevalidatingaproposedmodel |
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1724999385391038464 |