Moradkhani, S. (2017). Language Teacher Educators’ Pedagogical Knowledge: Validating a Proposed Model. Iranian Journal of Language Teaching Research, 5(2), 91-111.
Shahab Moradkhani. "Language Teacher Educators’ Pedagogical Knowledge: Validating a Proposed Model". Iranian Journal of Language Teaching Research, 5, 2, 2017, 91-111.
Moradkhani, S. (2017). 'Language Teacher Educators’ Pedagogical Knowledge: Validating a Proposed Model', Iranian Journal of Language Teaching Research, 5(2), pp. 91-111.
Moradkhani, S. Language Teacher Educators’ Pedagogical Knowledge: Validating a Proposed Model. Iranian Journal of Language Teaching Research, 2017; 5(2): 91-111.
Language Teacher Educators’ Pedagogical Knowledge: Validating a Proposed Model
Receive Date: 28 January 2017,
Revise Date: 08 May 2017,
Accept Date: 09 June 2017
Abstract
The aim of the current study was twofold: identifying the constituent components of language teacher educators’ pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors’ opinions about these components. Data were collected from 436 participants using a questionnaire. The results of factor analysis showed that teacher educators’ pedagogical knowledge comprised of eleven components: teacher education, ELT-related theories, relevant disciplines, technology, context, research, social relations, language-related issues, reflection, teachers, and socio-political issues. Furthermore, the results of multiple sets of one-way ANOVA indicated significant rating differences in five of these components, with teachers registering lower scores, compared to teacher educators and university professors. The components of language teacher educators’ pedagogical knowledge are discussed in light of the proposed model and the available literature. The differences between the three groups of stakeholders’ ideas are also attributed to their job descriptions. This eleven-component questionnaire can be used to assess teacher educators’ pedagogical knowledge. The discrepancy between the three groups of stakeholders’ ideas also shows that a more dialogic approach should be adopted in teacher education programs.
Top