Pre-service L2 Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice | ||
| جستارهای زبانی | ||
| Article 7, Volume 12, Issue 5 - Serial Number 65, 1400, Pages 143-173 PDF (1.01 M) | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/LRR/lrr.2021.1257 | ||
| Authors | ||
| Ebrahim Zangani* 1; Mohammad Nabi Karimi2; Mahmood Reza Atai3 | ||
| 1PhD Candidate in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran | ||
| 2Associate Professor in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran | ||
| 3Professor of Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran | ||
| Abstract | ||
| Teacher professional development rests on the provision of knowledge, development of skills, and change of attitudes of teacher candidates and in-service teachers. Teachers’ professional knowledge, perceptions and teaching practice contribute greatly to student learning. This study sets out to investigate the relationships and inter-relationships among professional knowledge, academic self-concept and self-reported instructional practice which was found as a research gap in the literature. Using a sample of 92 pre-service TEFL teachers in Iran, a significant positive correlation was found between professional knowledge and academic self-concept. The findings also revealed that different domains of professional knowledge are not related to each other for TEFL. Finally, the obtained results indicated that academic self-concept affected instructional practice in total and at the level of sub-dimensions while professional knowledge had an effect on the two dimensions of instructional practice, namely cognitive activation and student learning support but not on the dimension of classroom management. | ||
| Keywords | ||
| professional knowledge; general pedagogical knowledge; pedagogical content knowledge; content knowledge; academic self-concept; instructional practice; pre-service TEFL teacher | ||
| References | ||
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