TY - JOUR ID - 10201 TI - A sociocultural analysis of personal practical theorizing as an awareness raising technique in novice and expert teachers’ professional development JO - Issues in Language Teaching JA - ILT LA - en SN - 2322-3715 AU - Moghadam, Meisam AU - Mehrpour, Saeed AD - Faculty of Science, Fasa university AD - department of foreign languages and linguistics, faculty of humanity and literature, Shiraz University Y1 - 2017 PY - 2017 VL - 6 IS - 2 SP - 319 EP - 352 KW - sociocultural perspective KW - personal practical theory KW - teachers’ professional development KW - teacher education DO - 10.22054/ilt.2019.36704.345 N2 - As a part of a larger-scale research, the present study aimed to use the main tenets of sociocultural perspective; namely, mediation, internalization, zone of proximal development, and the activity theory, to analyze the novice and expert teachers’ professional development through personal practical theorizing as an awareness raising technique. Furthermore, the study attempted to identify the contextual factors hindering teachers’ pedagogical beliefs enactment. The areas of mismatches between the teachers’ beliefs and practices were identified in the previous phases of the study and personal practical theorizing procedure was implemented in the program to help teachers converge their beliefs and practices. Within the domain of the qualitative research, a multi-case study design was utilized, employing eight novice and experienced teachers who were selected through purposive sampling. The teachers’ professional development in the proposed program was analyzed through the lens of sociocultural perspectives and the contextual factors hindering teachers’ beliefs enactment were enumerated based on the results gleaned through interview sessions UR - https://ilt.atu.ac.ir/article_10201.html L1 - https://ilt.atu.ac.ir/article_10201_41370ac3696bdebeb613c357ed2c7788.pdf ER -