A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach
- سال انتشار: 1401
- محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 41، شماره: 2
- کد COI اختصاصی: JR_JTLS-41-2_006
- زبان مقاله: انگلیسی
- تعداد مشاهده: 274
نویسندگان
Ilam University
Ilam University
Ilam University
چکیده
Since its introduction in ۱۹۸۰, the concept of Pedagogical Content Knowledge (PCK) has attracted much attention. Although many studies have been conducted in science and mathematics, there are insufficient studies to capture the PCK of EFL (English as a foreign language) teachers. Accordingly, the present study aimed to unearth EFL teachers' PCK through a grounded theory approach in the Iranian context. To this end, semi-structured interviews were conducted with ۳۰ English teachers at senior high schools in three provinces of Ilam, Lorestan, and Kermanshah. The transcribed interviews were analyzed using coding procedures. The results yielded five main dimensions of EFL teachers' pedagogical content knowledge: English language proficiency knowledge, pedagogy knowledge, student knowledge, curriculum knowledge, and assessment knowledge. Data analysis also revealed the sources of EFL teachers' PCK construction and demonstrated that contextual and intervening conditions influence EFL teachers' PCK enactment. The findings may have theoretical and practical implications for high school EFL teachers, educators, and education programs.کلیدواژه ها
EFL teachers, Pedagogical Content Knowledge, Grounded Theory, contextual conditions, intervening conditionsاطلاعات بیشتر در مورد COI
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