The Knowledge-Base of Pre-Service and In-Service Iranian EFL Teachers in Teacher Education Programs

Autor/inn/en	Sahragard, Rahman; Saberi, Leila
Titel	The Knowledge-Base of Pre-Service and In-Service Iranian EFL Teachers in Teacher Education Programs
Quelle	In: International Journal of Instruction, 11 (2018) 4, S.445-466 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Knowledge Base for Teaching; Foreign Countries; Preservice Teacher Education; Inservice Teacher Education; Student Teachers; Student Attitudes; Teacher Attitudes; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Lehrerverhalten
Abstract	This study investigated the knowledge base of pre-service and in-service teacher education in Iran. In so doing, a teacher education knowledge base, and a knowledge base effectiveness questionnaire, developed by Jadidi and Bagheri (2014) were used. The participants selected through convenient sampling were 140 student teachers, the pre-service group, and 160 practicing teachers, the in-service group. The respondents were asked to indicate the extent to which the topics are included in pre and in-service programs as well as the extent to which such areas are effective for teaching. The findings showed that among the seven components extracted from the questionnaires, knowledge areas like material development, post-method indicators and research methods are not adequately covered in preservice programs with their means 1.46,1.54, and 1.62 respectively. Similarly, for the in-service teachers, issues like, teacher awareness, post-method and research methods had the lowest means, as 1.64, 1.66, and 1.71 respectively. Instead, language concepts and theoretical principles are covered the most. The results also indicated that from the perspective of pre-service teachers, learners' individual characteristics, language acquisition, and research methods are the most effective areas for teaching with their means 2.82, 2.71, and 2.45 respectively while material development, post-method indicators, and teacher awareness are the least useful areas with their means 1.65, 1.73, and 2.35 respectively. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01