L2 Teachers' Pedagogic Knowledge Base: A Comparison between Experienced and Less Experienced Practitioners

Autor/inn/en	Akbari, Ramin; Tajik, Leila
Titel	L2 Teachers' Pedagogic Knowledge Base: A Comparison between Experienced and Less Experienced Practitioners
Quelle	In: Australian Journal of Teacher Education, 34 (2009) 6, S.52-73 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Pedagogical Content Knowledge; Preservice Teacher Education; Language Teachers; Second Language Learning; Second Language Instruction; Teaching Experience; Recall (Psychology); Comparative Analysis; Metacognition; Reflection; Schemata (Cognition); Foreign Countries; Institutes (Training Programs); English (Second Language); Knowledge Base for Teaching; Iran + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Abberufung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognition; Schema; Kognition; Ausland; Sommerakademie; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Second language teacher education community has become increasingly interested in the pedagogical knowledge base of teachers as a window into practitioners' mental lives. The present study was conducted to document likely differences between the pedagogic thoughts of experienced and less experienced teachers. Eight teachers participated in the project. Data were collected through the use of stimulated recall. The analysis of the data shows that there are differences both in the number and the order of the thoughts teachers produced in different groups. Experienced teachers produced an average of five pedagogical thoughts per minute, while their less experienced counterparts produced 3 thoughts. The top thought category for less experienced teachers was Language Management, while for the experienced teachers Self-Reflection ranked first. Some thought categories were also absent in the report of less experienced practitioners. (Contains 4 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10