The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge
Different from one-way provision of knowledge in transmission-based approaches, recent approaches to teacher education consider learning as a consequence of teachers’ active engagement in social practices. Prior studies have provided important insights into how sociocultural theory (SCT) works in L2...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2017-04-01
|
| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | http://jmrels.journals.ikiu.ac.ir/article_1262_b5ad9cef5ac2a454c577980dba5fe58f.pdf |
| _version_ | 1818753797757861888 |
|---|---|
| author | Shiva Kaivanpanah Abbas Ali Rezaee Morteza Neamatollahi |
| author_facet | Shiva Kaivanpanah Abbas Ali Rezaee Morteza Neamatollahi |
| author_sort | Shiva Kaivanpanah |
| collection | DOAJ |
| description | Different from one-way provision of knowledge in transmission-based approaches, recent approaches to teacher education consider learning as a consequence of teachers’ active engagement in social practices. Prior studies have provided important insights into how sociocultural theory (SCT) works in L2 teacher education. However, issues remain about the content and effectiveness of teacher education programs informed by the tenets of SCT on novice teachers’ learning. Addressing this gap, the present study set out to investigate the microgentic development of four novice EFL teachers during dialogic mediations with a teacher educator in some one-to-one development sessions based on samples of their actual teaching practices. Mediations were dialogic, graduated, and tailored to the needs of the teachers (i.e., from implicit to explicit) within each individual’s zone of proximal teacher development (ZPTD). A total of four hours of video-recorded teacher-teacher educator post-observation talk was analyzed. Results proposed a highly dialogic interaction with an approximately equal participatory role. Findings demonstrated that novice teachers’ agency and externalization of their thoughts in a supportive and interactive environment can result in their development. Finally, teacher educators were asked to include strategic mediation in teacher education programs and provide teachers with graduated assistance within their ZPTD. |
| first_indexed | 2024-12-18T05:13:04Z |
| format | Article |
| id | doaj.art-9c8388d40fbe4e94957530c469480ef9 |
| institution | Directory Open Access Journal |
| issn | 2676-5357 2676-5357 |
| language | English |
| last_indexed | 2024-12-18T05:13:04Z |
| publishDate | 2017-04-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-9c8388d40fbe4e94957530c469480ef92022-12-21T21:19:50ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572676-53572017-04-0142107891262The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical KnowledgeShiva Kaivanpanah0Abbas Ali Rezaee1Morteza Neamatollahi2Associate Professor, University of TehranAssociate Professor, University of TehranPh.D. in TEFL, University of TehranDifferent from one-way provision of knowledge in transmission-based approaches, recent approaches to teacher education consider learning as a consequence of teachers’ active engagement in social practices. Prior studies have provided important insights into how sociocultural theory (SCT) works in L2 teacher education. However, issues remain about the content and effectiveness of teacher education programs informed by the tenets of SCT on novice teachers’ learning. Addressing this gap, the present study set out to investigate the microgentic development of four novice EFL teachers during dialogic mediations with a teacher educator in some one-to-one development sessions based on samples of their actual teaching practices. Mediations were dialogic, graduated, and tailored to the needs of the teachers (i.e., from implicit to explicit) within each individual’s zone of proximal teacher development (ZPTD). A total of four hours of video-recorded teacher-teacher educator post-observation talk was analyzed. Results proposed a highly dialogic interaction with an approximately equal participatory role. Findings demonstrated that novice teachers’ agency and externalization of their thoughts in a supportive and interactive environment can result in their development. Finally, teacher educators were asked to include strategic mediation in teacher education programs and provide teachers with graduated assistance within their ZPTD.http://jmrels.journals.ikiu.ac.ir/article_1262_b5ad9cef5ac2a454c577980dba5fe58f.pdfStrategic mediationprincipled grammar teachingnovice EFL teachermicrogenetic analysiszone of proximal teacher development |
| spellingShingle | Shiva Kaivanpanah Abbas Ali Rezaee Morteza Neamatollahi The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge Journal of Modern Research in English Language Studies Strategic mediation principled grammar teaching novice EFL teacher microgenetic analysis zone of proximal teacher development |
| title | The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge |
| title_full | The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge |
| title_fullStr | The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge |
| title_full_unstemmed | The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge |
| title_short | The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge |
| title_sort | influence of strategic mediation on novice efl teachers pedagogical knowledge |
| topic | Strategic mediation principled grammar teaching novice EFL teacher microgenetic analysis zone of proximal teacher development |
| url | http://jmrels.journals.ikiu.ac.ir/article_1262_b5ad9cef5ac2a454c577980dba5fe58f.pdf |
| work_keys_str_mv | AT shivakaivanpanah theinfluenceofstrategicmediationonnoviceeflteacherspedagogicalknowledge AT abbasalirezaee theinfluenceofstrategicmediationonnoviceeflteacherspedagogicalknowledge AT mortezaneamatollahi theinfluenceofstrategicmediationonnoviceeflteacherspedagogicalknowledge AT shivakaivanpanah influenceofstrategicmediationonnoviceeflteacherspedagogicalknowledge AT abbasalirezaee influenceofstrategicmediationonnoviceeflteacherspedagogicalknowledge AT mortezaneamatollahi influenceofstrategicmediationonnoviceeflteacherspedagogicalknowledge |