|
|
جستارهای زبانی، جلد ۱۲، شماره ۵، صفحات ۱۲۱-۱۵۰
|
|
|
| عنوان فارسی |
|
|
| چکیده فارسی مقاله |
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. |
|
| کلیدواژه‌های فارسی مقاله |
|
|
| عنوان انگلیسی |
Pre-service L2 Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice |
|
| چکیده انگلیسی مقاله |
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. |
|
| کلیدواژه‌های انگلیسی مقاله |
professional knowledge, general pedagogical knowledge, pedagogical content knowledge, content knowledge, academic self-concept, instructional practice, pre-service TEFL teacher |
|
| نویسندگان مقاله |
| Ebrahim Zangani
PhD Candidate in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
| Mohammad Nabi Karimi
Associate Professor in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
| Mahmood Reza Atai
Professor of Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran
|
|
| نشانی اینترنتی |
http://lrr.modares.ac.ir/browse.php?a_code=A-10-57968-1&slc_lang=en&sid=14 |
| فایل مقاله |
فایلی برای مقاله ذخیره نشده است |
| کد مقاله (doi) |
|
| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
|
| نوع مقاله منتشر شده |
مقالات علمی پژوهشی |
|
|
|
برگشت به:
صفحه اول پایگاه |
نسخه مرتبط |
نشریه مرتبط |
فهرست نشریات
|
