Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article)
Two of the central concepts in teaching skills are decision making and pedagogical reasoning. Taking benefit from the dearth of studies on teachers’ actual or real-world decisions, this study aimed to respond to this invitation by keeping track of novice Iranian English as a foreign language (EFL) t...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Tabriz
2021-06-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_12991_783b5106703556c1ea42262c43bd19e1.pdf |
| _version_ | 1797256770895216640 |
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| author | Mohammad Khatib Abdulbaset Saeedian |
| author_facet | Mohammad Khatib Abdulbaset Saeedian |
| author_sort | Mohammad Khatib |
| collection | DOAJ |
| description | Two of the central concepts in teaching skills are decision making and pedagogical reasoning. Taking benefit from the dearth of studies on teachers’ actual or real-world decisions, this study aimed to respond to this invitation by keeping track of novice Iranian English as a foreign language (EFL) teachers’ decisions in two different times using six research-oriented teaching scenarios reflecting the student and personal features. Furthermore, their pedagogical reasoning was also attended to once through their responses to imaginary teaching scenarios and once through their actual classroom decisions. The participants comprised of ten novice Iranian EFL (six female and four male) teachers with an age range of 19 to 25 and a male experienced teacher, aged 30, who acted as a researcher-as-participant and was only accountable for the novices’ real-world reasoning. The data were collected through utilizing a total of six teaching scenarios, classroom observation, and video stimulated recalls. The findings, obtained through conversation analysis and pertinent vignettes and excerpts, revealed that the participants underwent a change in their decisions in two of the three scenarios reflecting the student features, while an approximate conformity could be observed in all scenarios mirroring personal features. It was revealed that whenever the teachers’ reasoning changed, their decisions underwent some changes as well. In addition, the findings showed that the flow of conversation in the classroom could be strongly influenced by the teachers’ decisions. A number of implications and recommendations for further research are also pinpointed. |
| first_indexed | 2024-04-24T22:27:02Z |
| format | Article |
| id | doaj.art-491ef66b52c341bb967659dffa9a036d |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:27:02Z |
| publishDate | 2021-06-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-491ef66b52c341bb967659dffa9a036d2024-03-19T22:27:44ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762021-06-01132723926410.22034/elt.2021.45582.237512991Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article)Mohammad Khatib0Abdulbaset Saeedian1Full Professor, TEFL, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, IranPhD Candidate, TEFL, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, IranTwo of the central concepts in teaching skills are decision making and pedagogical reasoning. Taking benefit from the dearth of studies on teachers’ actual or real-world decisions, this study aimed to respond to this invitation by keeping track of novice Iranian English as a foreign language (EFL) teachers’ decisions in two different times using six research-oriented teaching scenarios reflecting the student and personal features. Furthermore, their pedagogical reasoning was also attended to once through their responses to imaginary teaching scenarios and once through their actual classroom decisions. The participants comprised of ten novice Iranian EFL (six female and four male) teachers with an age range of 19 to 25 and a male experienced teacher, aged 30, who acted as a researcher-as-participant and was only accountable for the novices’ real-world reasoning. The data were collected through utilizing a total of six teaching scenarios, classroom observation, and video stimulated recalls. The findings, obtained through conversation analysis and pertinent vignettes and excerpts, revealed that the participants underwent a change in their decisions in two of the three scenarios reflecting the student features, while an approximate conformity could be observed in all scenarios mirroring personal features. It was revealed that whenever the teachers’ reasoning changed, their decisions underwent some changes as well. In addition, the findings showed that the flow of conversation in the classroom could be strongly influenced by the teachers’ decisions. A number of implications and recommendations for further research are also pinpointed.https://elt.tabrizu.ac.ir/article_12991_783b5106703556c1ea42262c43bd19e1.pdfdecision makingpedagogical reasoningnovice teachersstudent featurespersonal features |
| spellingShingle | Mohammad Khatib Abdulbaset Saeedian Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article) Journal of English Language Teaching and Learning decision making pedagogical reasoning novice teachers student features personal features |
| title | Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article) |
| title_full | Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article) |
| title_fullStr | Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article) |
| title_full_unstemmed | Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article) |
| title_short | Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article) |
| title_sort | novice non native english language teachers imaginary and actual decision making and pedagogical reasoning student and personal features research article |
| topic | decision making pedagogical reasoning novice teachers student features personal features |
| url | https://elt.tabrizu.ac.ir/article_12991_783b5106703556c1ea42262c43bd19e1.pdf |
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