Applied Linguistics
Shiva Kaivanpanah; Awat Mohammed
Abstract
Teachers’ beliefs play a determining role in the decisions they make and the strategies they employ to foster learner autonomy. Therefore, their beliefs and the strategies they use to foster autonomy merit additional empirical evidence. This study investigated the beliefs of 85 English as a Foreign ...
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Teachers’ beliefs play a determining role in the decisions they make and the strategies they employ to foster learner autonomy. Therefore, their beliefs and the strategies they use to foster autonomy merit additional empirical evidence. This study investigated the beliefs of 85 English as a Foreign Language (EFL) Kurdish teachers towards learner autonomy and examined the influence of their experience in this regard. The data was collected using a newly developed questionnaire addressing learner autonomy from eight dimensions; the questionnaire encouraged teachers to reflect on their beliefs relating to learner autonomy. The findings indicated that teachers generally possess positive attitudes towards learner autonomy. Experienced teachers placed significantly greater emphasis on the psychological and political factors, the contributions of learner autonomy, and learning materials. The qualitative data indicated that both novice and experienced teachers stressed the importance of promoting autonomy through learner-centered teaching methods and student engagement. Experienced teachers employed more varied teaching methods and assessment techniques. While novice teachers preferred direct observation of their students during tasks and activities, experienced teachers adopted a more hands-off approach. The study underscores teachers' commitment to fostering independent learning across different dimensions of teaching practices. The differences in beliefs and strategies between novice and experienced teachers highlight the transformative impact of teaching experience on the promotion of learner autonomy. The findings implied that professional development programs should focus on shaping teachers’ beliefs towards using teaching strategies that foster autonomy.
Teacher Education
Zia Tajeddin; Mozhgan Soleimani
Abstract
Decision-making and pedagogical reasoning constitute the foundation of teacher professional practice. This qualitative study was conducted to explore novice Iranian EFL teachers’ professional decision-making and pedagogical reasoning in the three domains of (1) planning and preparation, (2) classroom ...
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Decision-making and pedagogical reasoning constitute the foundation of teacher professional practice. This qualitative study was conducted to explore novice Iranian EFL teachers’ professional decision-making and pedagogical reasoning in the three domains of (1) planning and preparation, (2) classroom management, and (3) professional responsibilities during the three phases of pre-active, interactive, and post-active teaching. Data from two sources including scenarios and audio journals revealed five novice teachers’ decisions in each domain and their relevant reasoning. Decisions in the first domain were discovered to embody teachers’ choices about materials, teaching methods, and assessment. In the second domain, teachers’ decisions were focused on management, flexibility, and accountability. In the third domain, their decisions were aimed at professional interaction and professional development. Moreover, a new decision domain, ‘dispositions’, was discovered, which comprised novice teachers’ choice of ethical conduct, care, and accountability. This led to the introduction of a new phase of teaching, beyond-active, which greatly influenced all other decision domains and teaching phases. Additionally, novice teachers’ pedagogical reasoning was uncovered to stem from their knowledge, skills, and personality attributes. These findings suggest that knowledge about teachers’ decisions and underlying reasoning provides insights into the scope of their professional knowledge and practice.