文章基本信息

标题：Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Knowledge: A Postmethod Perspectivisation
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作者：Ghasemali Azadi Renani ; Akbar Afghari ; Bahram Hadian 等
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2019
卷号：12
期号：2
页码：1-20
出版社：International Journal of Instruction
摘要：Quality teaching and prosperous learning in English as a Foreign Language (EFL) context depend on the professional knowledge and skills teachers absorb from teacher education programmes. This study aimed to see whether there was any relationship between the awareness of teacher education philosophy and EFL teachers’ professional knowledge in the light of Kumaravadivelu’s postmethod parameters, considering teachers’ gender, academic qualification, teaching experience, and age. A mixed-method approach employing the posttest-only equivalent-groups design was used. Then, 60 EFL teachers from four language institutes in Isfahan, Iran, were randomly appointed to experimental and control groups. The philosophy of adult education inventory was used for treatment, a book for placebo, a questionnaire, and an observation checklist were tools for data collection. Data analysis via T-test, ANOVA, and Mann-Whitney tests revealed a positive relationship between EFL teachers’ awareness of teacher education philosophy and their professional knowledge. Besides, female teachers, bachelor holders, more experienced teachers, and teachers in the 36-45 age range showed better perception of the teacher education philosophy. The implications involve education policy-makers in outlining suitable materials, teacher educators in revisiting development strategies, and EFL teachers in enhancing their teaching competence and performance.
关键词：teacher awareness; teacher education philosophy; EFL teachers; professional knowledge; postmethod parameters