Volume 12, Issue 5 (2021)
LRR 2021, 12(5): 143-173 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zangani E, Karimi M N, Atai M R. Pre-service L2 Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice. LRR 2021; 12 (5) :143-173
URL: http://lrr.modares.ac.ir/article-14-46011-en.html
URL: http://lrr.modares.ac.ir/article-14-46011-en.html
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
Abstract: (2522 Views)
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.
Keywords: professional knowledge, general pedagogical knowledge, pedagogical content knowledge, content knowledge, academic self-concept, instructional practice, pre-service TEFL teacher
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |