چکیده:
This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities. A questionnaire was developed based on the literature, the theoretical framework, and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, seven factors emerged under the main category of procedural knowledge for these teachers. The findings revealed that: (a) Iranian EFL expert teachers have higher levels of procedural knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of classroom management knowledge, topic management knowledge and students involved in learning knowledge than novice teachers (c) expert teachers have the knowledge to make rapport (good emotional relationship) with their students more easily and effectively than novice teachers (d) there is not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of talk management, knowledge of strategies while teaching and knowledge of teachers’ learning strategies for learners in the classroom.
خلاصه ماشینی:
com Abstract This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities.
Comparisons of expert and novice teachers have shown that they differ in how they perceive and interpret classroom events (Calderhead, 1983), think and make decisions (Berliner, 1987; Clark & Peterson, 1986), and also of how they develop expertise in pedagogical and content knowledge (Berliner, 1986).
The purpose of the present study was to investigate and compare the expert and novice Iranian EFL teachers’ knowledge of the intellectual content of their discipline and the instructional management strategies and techniques they use to create and sustain a classroom environment in which desired learning outcomes would be possible.
3. Objectives and Research Questions The purpose of this study was to investigate and compare expert and novice Iranian EFL teachers’ knowledge of the intellectual content of their discipline and the instructional management strategies and techniques they use to create and sustain a classroom environment in which desired learning outcomes would be possible.
81 The main variable in this study (procedural knowledge) includes seven sub-categories called Students Involved in Learning, Classroom Management, Rapport with Students, Talk Management, Topic Management, Teacher Strategies while Teaching, and Teachers’ Learning Strategies for Learners.