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Journal of Teaching Language Skills، جلد ۴۳، شماره ۳، صفحات ۵۳-۷۹
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عنوان انگلیسی Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach
چکیده انگلیسی مقاله This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based lens for evaluating Iranian EFL teachers’ programs. To this end, two current EFL teacher-education programs (i.e., State and Islamic Azad universities on the one hand and Farhnagian Teacher Education University on the other), each with its specific approach to developing EFL teachers’ PCK, were selected. Along with administering a glocally developed and validated PCK questionnaire among 263 student-teachers, this study ran a one-on-one semi-structured interview with 80 student-teachers to capture a crystal-clear evaluation of the outcomes the programs were to cultivate. The results of running qualitative and MANOVA analysis methods showed the student-teachers trained in the program with a more finely-tuned PCK instruction, which was accompanied by four continuous courses of teaching internship, were more cognizant of the role of PCK in their professional development and enjoyed a statistically significant index of developed PCK. Although there existed some similarities between these programs in terms of reviewing high school English course books, evaluation and assessment, and applying technology in teaching English, student-teachers in both programs were not completely aware of different components of PCK, including curriculum design and materials development, language teachers’ technological knowledge, and professional development. The results imply that content knowledge, PCK, and internship should be fettered together. The findings suggest that EFL teachers’ PCK can be applied as an effective lens for delving deeply into teacher training programs.
کلیدواژه‌های انگلیسی مقاله Pedagogical Content Knowledge (PCK), EFL teachers, Program Evaluation, teacher education
نویسندگان مقاله Abbas Mehrbakhsh |
Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran

Gholam-Reza Abbasian |
Imam Ali University, Tehran, Iran

Mojtaba Mohammadi |
Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran

نشانی اینترنتی https://tesl.shirazu.ac.ir/article_7596_6ad2eefb17061cb8bf2147068ff18803.pdf
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