دوره 12، شماره 5 - ( 1400 )                   جلد 12 شماره 5 صفحات 173-143 | برگشت به فهرست نسخه ها


XML English Abstract Print


Download citation:
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-fa.html
Zangani Ebrahim، Karimi Mohammad Nabi، Atai Mahmood Reza. Pre-service L2 Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice. جستارهای زبانی. 1400; 12 (5) :173-143

URL: http://lrr.modares.ac.ir/article-14-46011-fa.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
چکیده:   (766 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.
متن کامل [PDF 1039 kb]   (187 دریافت)    
نوع مقاله: مقالات علمی پژوهشی | موضوع مقاله: تربیت معلّم
انتشار: 1400/7/10

ارسال نظر درباره این مقاله : نام کاربری یا پست الکترونیک شما:
CAPTCHA

ارسال پیام به نویسنده مسئول


بازنشر اطلاعات
Creative Commons License این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.