Does Formal Teacher Education Make a Difference? A Comparison of Pedagogical Thought Units of B.A. versus M.A. Teachers

Autor/inn/en	Akbari, Ramin; Dadvand, Babak
Titel	Does Formal Teacher Education Make a Difference? A Comparison of Pedagogical Thought Units of B.A. versus M.A. Teachers
Quelle	In: Modern Language Journal, 95 (2011) 1, S.44-60 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2010.01142.x
Schlagwörter	Video Technology; Teaching Experience; Teacher Education; Teaching Methods; English; Bachelors Degrees; Masters Degrees; English (Second Language); Second Language Learning; Comparative Analysis; Recall (Psychology); Language Teachers; Educational Attainment + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; 'Bachelor''s degrees'; Bachelor-Studiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Abberufung; Language teacher; Sprachunterricht; Bildungsabschluss; Bildungsgut
Abstract	The present study investigated the differences in pedagogical thought units between teachers with a bachelor's degree (B.A.) in English and their counterparts with a master's degree (M.A.) in TESOL. English-as-a-foreign-language (n = 8) teachers with similar teaching experiences (between 2 and 3 years of teaching experience) and teaching in similar contexts (teaching in the same institute, the same book, and the same level of learners) took part in this study. A complete teaching session of each of the participants was video-recorded and teachers' pedagogical thoughts were probed using stimulated recall technique. The research found that, on the whole, M.A. teachers produced significantly more pedagogical thoughts compared to the B.A. teachers: The average pedagogical thought units for M.A. teachers was 5.18 per minute, whereas B.A. teachers produced 2.58 of such units per minute. In terms of thought categories, the same families were observed for both groups; however, there were slight differences in their ranking and significant differences in their frequency. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10