The Effect of High School English Teachers' Awareness of Pedagogical Competence on Students' Learning Achievements
The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guil...
Ausführliche Beschreibung
Autor*in: |
Ghasem Aghajanzadeh Kiasi [verfasserIn] Parviz Maftoon [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2019 |
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Übergeordnetes Werk: |
In: Iranian Journal of Applied Language Studies - University of Sistan and Baluchestan, 2022, 11(2019), 2, Seite 30 |
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Übergeordnetes Werk: |
volume:11 ; year:2019 ; number:2 ; pages:30 |
Links: |
Link aufrufen |
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DOI / URN: |
10.22111/ijals.2019.5446 |
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DOAJ080076726 |
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10.22111/ijals.2019.5446 doi (DE-627)DOAJ080076726 (DE-599)DOAJ5bb83cc7976f4732a149ccef9e60021c DE-627 ger DE-627 rakwb eng Ghasem Aghajanzadeh Kiasi verfasserin aut The Effect of High School English Teachers' Awareness of Pedagogical Competence on Students' Learning Achievements 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators. english teachers awareness of pedagogical competence high school Language and Literature P Parviz Maftoon verfasserin aut In Iranian Journal of Applied Language Studies University of Sistan and Baluchestan, 2022 11(2019), 2, Seite 30 (DE-627)DOAJ078597064 23223650 nnns volume:11 year:2019 number:2 pages:30 https://doi.org/10.22111/ijals.2019.5446 kostenfrei https://doaj.org/article/5bb83cc7976f4732a149ccef9e60021c kostenfrei https://ijals.usb.ac.ir/article_5446_60bb89a0771cd5bad4234b07ce264dc8.pdf kostenfrei https://doaj.org/toc/2008-5494 Journal toc kostenfrei https://doaj.org/toc/2322-3650 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_120 AR 11 2019 2 30 |
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abstract |
The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators. |
abstractGer |
The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators. |
abstract_unstemmed |
The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators. |
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The Effect of High School English Teachers' Awareness of Pedagogical Competence on Students' Learning Achievements |
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https://doi.org/10.22111/ijals.2019.5446 https://doaj.org/article/5bb83cc7976f4732a149ccef9e60021c https://ijals.usb.ac.ir/article_5446_60bb89a0771cd5bad4234b07ce264dc8.pdf https://doaj.org/toc/2008-5494 https://doaj.org/toc/2322-3650 |
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