EFL Teacher Education in Iran: Does It Promote Trainees’ Pedagogical Content Knowledge?
Publish place: Journal of Research in Applied Linguistics، Vol: 8، Issue: 2
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RALS-8-2_008
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
Teacher education programs can play a principal role in helping prospective teachers to acquire requisite knowledge and skills. Vital to the issue of teacher education is the efficient evaluation of such programs in promoting prospective teachers’ knowledge base. However, the literature contains very few reports of the evaluation of the Iranian EFL preservice teacher education program, which is a gap to be addressed by this study. To this end, ۳۴۶ high school EFL teachers, ۲۰ EFL teacher educators, and ۹۷ teacher trainees took part in the study. A questionnaire, semistructured interviews, tests, and an observation checklist were utilized. A mixed methods design was employed to evaluate the program. The results of the questionnaire, tests, and observation checklist were analyzed quantitatively. For the interview results, both quantitative (percentages) and qualitative analyses were deployed. Findings indicated that the program was not satisfactory in enhancing the EFL teacher trainees’ pedagogical content knowledge.
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Authors
Amin Khanjani
Department of TEFL and English Literature, Payame Noor University, Tehran, Iran
Fereidoon Vahdany
Payame Noor University of Tehran
Manoochehr Jafarigohar
Payame Noor University of Tehran
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