دوره 12، شماره 5 - ( 1400 )
جلد 12 شماره 5 صفحات 173-143 |
برگشت به فهرست نسخه ها
1- PhD Candidate in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran ، Std_zangani@khu.ac.ir
2- Associate Professor in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
3- Professor of Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
2- Associate Professor in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
3- Professor of Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
چکیده: (1783 مشاهده)
Teacher professional development rests on the provision of knowledge, development of skills, and change of attitudes of teacher candidates and in-service teachers. Teachers’ professional knowledge, perceptions and teaching practice contribute greatly to student learning. This study sets out to investigate the relationships and inter-relationships among professional knowledge, academic self-concept and self-reported instructional practice which was found as a research gap in the literature. Using a sample of 92 pre-service TEFL teachers in Iran, a significant positive correlation was found between professional knowledge and academic self-concept. The findings also revealed that different domains of professional knowledge are not related to each other for TEFL. Finally, the obtained results indicated that academic self-concept affected instructional practice in total and at the level of sub-dimensions while professional knowledge had an effect on the two dimensions of instructional practice, namely cognitive activation and student learning support but not on the dimension of classroom management.
واژههای کلیدی: professional knowledge، general pedagogical knowledge، pedagogical content knowledge، content knowledge، academic self-concept، instructional practice، pre-service TEFL teacher
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