Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes

This quantitative, causal-comparative study investigated differences in Syllabus Design Knowledge (SDK) between novice and experienced Iranian EFL teachers in public high schools and private language institutes. A sample of ۱۲۰ EFL teachers, stratified into four equal groups (novice/experienced x public/private), completed a validated Syllabus Design Knowledge Test (SDKT). This ۳۳-item instrument measured overall SDK and three related domains of SDK: theoretical/conceptual knowledge, knowledge of syllabus types, and knowledge of technical terminology. Data were analyzed using a set of two-way ANOVAS. The results revealed that both teaching experience and working in a private institute had significant, positive effects on EFL teachers’ overall SDK and their specific knowledge of different types of syllabi. By contrast, no statistically significant differences were found for theoretical/ conceptual knowledge or knowledge of technical terminology based on either experience or educational setting. The findings suggest that practical, context-driven experience in private institutes significantly enhances specific aspects of pedagogical content knowledge, while other, more theoretical components may be equally developed regardless of experience and educational setting. It is concluded that SDK is a complex construct, shaped by teaching experience and influenced by the specific institutional context.

کلیدواژه ها:

Syllabus Design Knowledge (SDK) ، teaching experience ، Experienced teacher ، Novice teacher ، Institutional context ، Syllabus type