A Comparison of Professional Knowledge between Expert and Novice Iranian EFL Teachers at Iranian Language Institutes and Universities

Journal of Teaching English Lnaguage Studies

مقاله 3، دوره 6، شماره 2، اسفند 2017، صفحه 37-59   

نویسندگان

Mahbubeh Yazdanpanah^{* 1}؛ Rahman Sahragard²

¹Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran

²Shiraz University

چکیده

This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning.

کلیدواژه‌ها

EFL؛ Iran؛ expert teachers؛ novice teachers؛ teachers’ professional knowledge

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