عنوان مقاله :
Pre-service L Teachers’ Professional Knowledge, Academic Self-Concept and Instructional Practice
پديد آورندگان :
Ebrahim ،Zangani Department of English Language - Kharazmi University - Tehran, Iran , Mohammad Nabi ،Karimi Department of English Language - Kharazmi University - Tehran, Iran , Mahmood Reza ،Atai Department of English Language - Kharazmi University - Tehran, Iran
كليدواژه :
professional knowledge , general pedagogical knowledge , pedagogical content knowledge , content knowledge , academic selfconcept , instructional practice , pre-service TEFL teacher
چكيده فارسي :
فاقد چكيده فارسي
چكيده لاتين :
Teacher professional development rests on the provision of
knowledge, development of skills, and change of attitudes of
teacher candidates and in-service teachers. Teachers’ professional
knowledge, perceptions and teaching practice contribute greatly to
student learning. This study sets out to investigate the
relationships and inter-relationships among professional
knowledge, academic self-concept and self-reported instructional
practice which was found as a research gap in the literature. Using
a sample of pre-service TEFL teachers in Iran, a significant
positive correlation was found between professional knowledge
and academic self-concept. The findings also revealed that
different domains of professional knowledge are not related to
each other for TEFL. Finally, the obtained results indicated that
academic self-concept affected instructional practice in total and
at the level of sub-dimensions while professional knowledge had
an effect on the two dimensions of instructional practice, namely
cognitive activation and student learning support but not on the
dimension of classroom management.
عنوان نشريه :
جستارهاي زباني
