این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
جستارهای زبانی، جلد ۱۲، شماره ۵، صفحات ۱۴۳-۱۷۳
عنوان فارسی Pre-service L۲ Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice
چکیده فارسی مقاله 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.
کلیدواژه‌های فارسی مقاله ارزش‌کاهی،الگوی مفهومی تحلیل زباهنگ،هَیَجامَد،الگوی فرهنگی،الگوی SPEAKING،
عنوان انگلیسی Pre-service L2 Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice
چکیده انگلیسی مقاله 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.
کلیدواژه‌های انگلیسی مقاله professional knowledge,general pedagogical knowledge,pedagogical content knowledge,content knowledge,academic self-concept,instructional practice,pre-service TEFL teacher
نویسندگان مقاله Ebrahim Zangani |
PhD Candidate in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran

Mohammad Nabi Karimi |
Associate Professor in Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran

Mahmood Reza Atai |
Professor of Applied Linguistics, Department of English Language, Kharazmi University, Tehran, Iran

نشانی اینترنتی https://lrr.modares.ac.ir/article_6955_53ca9b143c95f0ea1ff1e606112c8c0d.pdf
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده fa
موضوعات مقاله منتشر شده
نوع مقاله منتشر شده
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات