Elham Yazdanmehr; Ramin Akbari; Gholamreza Kiany
Abstract
In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how pedagogical content knowledge, as a characteristic of experts relates to four other dimensions of expertise in ELT. These include teacher’s experience, cognitive ...
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In an attempt to shed light on how expert teachers of English language are distinguished from non-experts, the present research explored how pedagogical content knowledge, as a characteristic of experts relates to four other dimensions of expertise in ELT. These include teacher’s experience, cognitive skills, professional development and learner-centered teaching. To this aim, a questionnaire was developed based on the related literature, comprising 109 items, 41 of which enquired about pedagogical content knowledge and the rest about the other dimensions of expertise in ELT. The reliability and validity of the test were confirmed. The SEM analysis results showed that pedagogical content knowledge was positively and significantly correlated with teacher’s experience, cognitive skills and learner-centered teaching. It also showed to have a statistically significant causal relationship with professional development. The findings proved the significance of pedagogical content knowledge as a prominent feature of expertise in ELT, which requires attention to teacher’s lesson planning, class management, problem solving, learning assessment/feedback and task design in teacher education programs or teacher evaluation program especially for the sake of teacher professional development.
Elham Yazdanmehr; Ramin Akbari
Volume 7, Issue 15 , May 2015, , Pages 157-180
Abstract
The present paper seeks to investigate the cognitive abilities of expert EFL teachers. To this aim, the existing literature was examined and ten cognitive themes were derived which were further investigated through interviews conducted with ten academics, teacher trainers and exemplary teachers of the ...
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The present paper seeks to investigate the cognitive abilities of expert EFL teachers. To this aim, the existing literature was examined and ten cognitive themes were derived which were further investigated through interviews conducted with ten academics, teacher trainers and exemplary teachers of the field in the Iranian context. The ten extracted themes were attested by interviewees’ comments. They include: fast pattern recognition, selective attention, holistic perception, superior memory, fast information encoding, anticipation power, perception of teacher’s role, awareness of situation-specific class events, awareness of their knowledge, linking prior and new knowledge. These themes are further explained and discussed along with extracts of the actual interviews. It is recurrently reminded that these cognitive issues are just one aspect of teaching expertise in ELT and the whole idea is part of a model of expertise being constructed which consists of 8 factors only one of which is teacher cognition.
