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Perceptions of EFL Teachers about Pedagogical Content knowledge: A Q Study | ||
Journal of Language Horizons | ||
مقاله 3، دوره 8، شماره 3 - شماره پیاپی 21، بهمن 2024، صفحه 65-96 اصل مقاله (458.63 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2024.44915.1855 | ||
نویسندگان | ||
Setayesh Sadeghi* 1؛ Mohammad Aliakbari2؛ Ali Yasini3 | ||
1PhD graduate, English Department, Ilam University, Ilam, Iran | ||
2Professor, English Department, Ilam University, Ilam, Iran | ||
3Associate Professor, Management Department, Ilam University, Ilam, Iran | ||
چکیده | ||
Pedagogical content knowledge (PCK), as a concept representing teacher professionalism and expertise, has received considerable attention since 1980. However, it remains understudied in the field of English language teaching (ELT). In this paper, the Q methodology was used to investigate the shared perceptions of EFL teachers about PCK. This study explored EFL teachers' priorities regarding PCK components. Fourteen EFL teachers participated in the Q study. Forty six statements were finally selected as the Q sample. Factor analysis revealed that participants grouped into 3 factors, expressing 3 distinct viewpoints of PCK components: student-focused, pedagogy-focused, and proficiency-focused components. The findings indicated that teachers placed greater priority on the subject matter, student, and lesson plan components. The results shed light on what teachers choose to focus on and what not to emphasize in their teaching. One practical implication of the findings is that educators and teacher education programmes must pay more attention to the student-focused aspect of teaching. | ||
کلیدواژهها | ||
Q method؛ EFL teachers؛ perception؛ teacher knowledge؛ factor analysis | ||
عنوان مقاله [English] | ||
ادراک دبیران زبان انگلیسی درباره دانش محتوای آموزشی: روش کیو | ||
نویسندگان [English] | ||
ستایش صادقی1؛ محمد علی اکبری2؛ علی یاسینی3 | ||
1دانشآموخته دکترا، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه ایلام، ایلام، ایران | ||
2استاد، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه ایلام، ایلام، ایران | ||
3دانشیار، گروه مدیریت، دانشکده ادبیات و علوم انسانی، دانشگاه ایلام، ایلام، ایران | ||
چکیده [English] | ||
دانش محتوای آموزشی (PCK)، بهعنوان مفهومی که بیانگر حرفهای بودن و تخصص معلمان است، از سال 1980 مورد توجه قابل توجهی قرار گرفته است. در این مقاله، از روش Q برای بررسی ادراکات مشترک معلمان زبان انگلیسی در مورد PCK استفاده شد. این مطالعه اولویتهای معلمان زبان انگلیسی را در مورد مؤلفههای PCK مورد بررسی قرار داد. چهارده معلم زبان انگلیسی در مطالعه Q شرکت کردند. در نهایت چهل و شش عبارت به عنوان نمونه Q انتخاب شدند. تجزیه و تحلیل عاملی نشان داد که شرکتکنندگان به 3 عامل گروهبندی میشوند که 3 دیدگاه متمایز از مؤلفههای PCK را بیان میکنند: مؤلفههای متمرکز بر دانشآموز، متمرکز بر آموزش، و مؤلفه متمرکز بر مهارت. یافته ها حاکی از آن است که معلمان اولویت بیشتری را به مؤلفه های موضوع، دانش آموز و طرح درس می دهند. نتایج نشان میدهد که معلمان روی چه مواردی تمرکز کنند و در تدریس خود روی چه چیزهایی تأکید نکنند. یکی از مفاهیم عملی یافتهها این است که مربیان و برنامههای آموزش معلمان باید توجه بیشتری به جنبه دانشآموز محور تدریس داشته باشند. | ||
کلیدواژهها [English] | ||
روش Q, دبیران زبان انگلیسی, ادراک, دانش معلمان, تحلیل عاملی | ||
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