A Quantitative Investigation of ESL Teacher Knowledge in Australian Adult Education

Autor/in	Yazdanpanah, Lilly K.
Titel	A Quantitative Investigation of ESL Teacher Knowledge in Australian Adult Education
Quelle	In: TESL-EJ, 18 (2015) 4, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Statistical Analysis; English (Second Language); Second Language Learning; Likert Scales; Factor Analysis; Questionnaires; Foreign Countries; Knowledge Base for Teaching; Teacher Education Programs; Context Effect; Learning Theories; Pedagogical Content Knowledge; Language Teachers; Second Language Instruction; Teacher Qualifications; Teaching Experience; Teacher Characteristics; Construct Validity; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Likert-Skala; Faktorenanalyse; Fragebogen; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Learning theory; Lerntheorie; Pädagogische Kompetenz; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	English as a second language (ESL) teaching is partly a thinking process in which teacher knowledge plays a pivotal role in making instructional choices (Breen, Hird, Milton, Oliver, & Thwaite, 2001). The present study contributes to understandings of teacher knowledge by exploring the types of knowledge, which practicing teachers value in their teaching. Using course outlines from ESL teacher training programs, a Likert-scale questionnaire was developed and delivered to 108 experienced ESL teachers in six states of Australia. Exploratory factor analysis of the data identified seven types of knowledge differently valued by ESL teachers--namely knowledge of practice, learners, resources and technology, curriculum, contextual factors, language learning theories, and language components. The overarching term for the first four used in the study is knowledge of teaching and the overarching term used for the last three is knowledge of language. Teachers regarded knowledge of teaching as significantly more important than knowledge of language. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01