English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories

Autor/inn/en	Moradkhani, Shahab; Akbari, Ramin; Samar, Reza Ghafar; Kiany, Gholam Reza
Titel	English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 10, Artikel 8 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Pedagogical Content Knowledge; English Teachers; Semi Structured Interviews; College Faculty; Teacher Educators; Knowledge Base for Teaching; English Instruction; Foreign Countries; Cluster Grouping; Second Language Instruction; English (Second Language); Mixed Methods Research; Iran + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; English langauage lessons; Ausland; Eingruppierung; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical knowledge encompasses eight macro categories; namely, knowledge of language and related disciplines, knowledge of ELT theories, skills, and techniques, knowledge of context and social relations, knowledge of class, time, and learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their assessment, and knowledge of reflective and critical teaching. Among these categories, the first four ones are shared by language teachers, while the rest belong to the domain of teacher educators. The findings also revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10