چکیده:
The article investigates the contribution of teachers’ practice of pedagogical competence to the high school students’ learning of English language in Rasht, Iran. Following a multi-method research in the quantitative research paradigm, first, a five-point Likert scale questionnaire of pedagogical competence was administered to 16 high school English teachers. Based on the teachers’ responses and, according to Hofstee Compromise Method, 12 of 16 teachers with the minimum and maximum acceptable percentages were divided to two equal groups of high practicing (HP) and low-practicing (LP) teachers of pedagogical competence. Next, randomly selected from 150 students from the teachers’ classes, 115 students were selected. Based on the homogeneity test, however, 67 students were selected for the experiment phase. Then, the students received the teachers’ three-month instruction that covered three lessons of the book ‘Vision’ taught at the third grade of high school. A posttest was administered to the students after receiving instruction. The results revealed a significant difference between the students in HP and LP groups with regard to English language learning; the HP group reported a significant progression from pretest to posttest as a result of the teachers’ practice of pedagogical competence. Some pedagogical implications, limitations of the study, and suggestions for further studies are presented.
خلاصه ماشینی:
The results revealed a significant difference between the students in HP and LP groups with regard to English language learning; the HP group reported a significant progression from pretest to posttest as a result of the teachers’ practice of pedagogical competence.
g. , Ahlberg, 2008; Henard & Roseveare, 2012, for Portugal; Hussain, Sarwar, Khan, & Khan, 2010, for Pakistan; Ryegard, Apelgren, & Olsson, 2010, for Sweden; Tynan & Garbett, 2007, for New Zealand) have documented on the teachers’ perceptions of teachers about the pedagogical competence, only a few have been on the impact of pedagogical competence on L2 learners learning.
The present research will also provide an account of the status of ELTPC among Iranian EFL teachers at high school level through measuring the teachers’ practice of pedagogical competence and the effect it can have on the students’ learning.
In the context of ELT in Iran, Mousavi, Atai, and Babaii (2016) developed and validated a questionnaire to assess professional competence of adult-level Iranian EFL teachers in the private sector based on TESOL standards.
Regarding the nature of the study, an experimental design built on a quantitative approach to answering the research question, characterized by the administration of a pretest, non-random selection of the participants into study groups, application of the treatment, and a posttest, was employed to test whether teachers’ perceived practice of pedagogical competence had any statistically significant effect on the Iranian high school students’ learning of English.