نمایش مختصر رکورد

dc.contributor.authorAzizi, Maryamen_US
dc.contributor.authorHeidari Tabrizi, Hosseinen_US
dc.contributor.authorLotfi, Ahmadrezaen_US
dc.date.accessioned1402-06-13T17:29:46Zfa_IR
dc.date.accessioned2023-09-04T17:29:46Z
dc.date.available1402-06-13T17:29:46Zfa_IR
dc.date.available2023-09-04T17:29:46Z
dc.date.issued2023-05-01en_US
dc.date.issued1402-02-11fa_IR
dc.date.submitted2023-02-21en_US
dc.date.submitted1401-12-02fa_IR
dc.identifier.citationAzizi, Maryam, Heidari Tabrizi, Hossein, Lotfi, Ahmadreza. (2023). An In-depth Analysis of the Cognitive Gaps between Novice and Experienced Iranian EFL Teachers. Iranian journal of Learning and Memory, 6(21)en_US
dc.identifier.issn2645-5455
dc.identifier.issn2645-5447
dc.identifier.urihttps://journal.iepa.ir/article_171199.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/1030827
dc.description.abstractThe hidden constructs underlying teachers' professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, and considerable teaching experience. To this end, a convenience sample, including 382 Iranian EFL teachers from 660 branches of five countrywide English language institutions, participated in a sequential explanatory mixed-method study. In the quantitative phase, a multivariate approach to comparison was adopted, and the three groups were compared in terms of a linear combination of nine subscales representing teachers' pedagogical knowledge base. As shown by the results, the between-group differences in four of the nine sub-domains yielded a significant between-group gap in the overall level of teacher cognition. These differentiating knowledge areas included knowledge of learning, teaching, classroom management, and professional self. A qualitative follow-up phase was then launched in which a 95-member sample of the participants attended a retrospective interview to delve deeply into the nature of the four differentiating subdomains. The qualitative results divulged the processes and reasons underlying the four differentiating knowledge areas. The findings may have new insights into the exact nature of Iranian EFL teachers' intellectual peculiarities at different stages of a teaching career.en_US
dc.languageEnglish
dc.language.isoen_US
dc.publisherIranian Educational Psychology Associationen_US
dc.relation.ispartofIranian journal of Learning and Memoryen_US
dc.subjectCognitive gapsen_US
dc.subjectEFL teachersen_US
dc.subjectteacher cognitionen_US
dc.subjectpedagogical experienceen_US
dc.subjectpedagogical knowledgeen_US
dc.subjectLearningen_US
dc.titleAn In-depth Analysis of the Cognitive Gaps between Novice and Experienced Iranian EFL Teachersen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentDepartment of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iranen_US
dc.contributor.departmentDepartment of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iranen_US
dc.contributor.departmentDepartment of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iranen_US
dc.citation.volume6
dc.citation.issue21
nlai.contributor.orcid0000-0001-5864-8705
nlai.contributor.orcid0000-0002-9360-1555
nlai.contributor.orcid0000-0001-5596-3144


فایل‌های این مورد

فایل‌هااندازهقالبمشاهده

فایلی با این مورد مرتبط نشده است.

این مورد در مجموعه‌های زیر وجود دارد:

نمایش مختصر رکورد