Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction
Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning,...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Tabriz
2021-11-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_14005_5eafa82fea85e4d9515b1663640e2fb5.pdf |
| _version_ | 1797256795734933504 |
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| author | Mohadeseh Asghari Minoo Alemi Zia Tajeddin |
| author_facet | Mohadeseh Asghari Minoo Alemi Zia Tajeddin |
| author_sort | Mohadeseh Asghari |
| collection | DOAJ |
| description | Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers also do not have the necessary skills in this area. To address this gap, the current multiple case study investigated four novice EFL teachers' decision-making and their underlying pedagogical reasoning in implementing instruction. The result of the constant comparative and categorical content analysis on the ten-session classroom observations and the transcribed stimulated recall interviews indicated common themes, including teachers' overusing of learners' L1, excessively using the deductive approach to teaching, failing to incorporate technology but using available resources in class during instruction, using whole-class or individual instructional techniques, and rarely emphasizing on learners' knowledge of the world. The targeted teachers made such decisions to perform their predetermined responsibilities, transfer the correct information, motivate learners, manage time, and help learners toward their language achievement. This study has implications for teachers to reflect on their instructional decisions and pedagogical reasoning, and for managers to provide them with opportunities for reflection. |
| first_indexed | 2024-04-24T22:27:26Z |
| format | Article |
| id | doaj.art-a379fabec7fa40e386bd60275590caf1 |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:27:26Z |
| publishDate | 2021-11-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-a379fabec7fa40e386bd60275590caf12024-03-19T22:27:48ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762021-11-011328617710.22034/elt.2021.48343.246114005Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing InstructionMohadeseh Asghari0Minoo Alemi1Zia Tajeddin2Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran.Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran.Department of English Language Teaching, Tarbiat Modares University, Tehran, Iran.Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers also do not have the necessary skills in this area. To address this gap, the current multiple case study investigated four novice EFL teachers' decision-making and their underlying pedagogical reasoning in implementing instruction. The result of the constant comparative and categorical content analysis on the ten-session classroom observations and the transcribed stimulated recall interviews indicated common themes, including teachers' overusing of learners' L1, excessively using the deductive approach to teaching, failing to incorporate technology but using available resources in class during instruction, using whole-class or individual instructional techniques, and rarely emphasizing on learners' knowledge of the world. The targeted teachers made such decisions to perform their predetermined responsibilities, transfer the correct information, motivate learners, manage time, and help learners toward their language achievement. This study has implications for teachers to reflect on their instructional decisions and pedagogical reasoning, and for managers to provide them with opportunities for reflection.https://elt.tabrizu.ac.ir/article_14005_5eafa82fea85e4d9515b1663640e2fb5.pdfnovice efl teachersdecision-makingpedagogical reasoningenglish language instruction |
| spellingShingle | Mohadeseh Asghari Minoo Alemi Zia Tajeddin Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction Journal of English Language Teaching and Learning novice efl teachers decision-making pedagogical reasoning english language instruction |
| title | Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction |
| title_full | Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction |
| title_fullStr | Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction |
| title_full_unstemmed | Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction |
| title_short | Novice EFL Teachers' Decision-making and Pedagogical Reasoning in Implementing Instruction |
| title_sort | novice efl teachers decision making and pedagogical reasoning in implementing instruction |
| topic | novice efl teachers decision-making pedagogical reasoning english language instruction |
| url | https://elt.tabrizu.ac.ir/article_14005_5eafa82fea85e4d9515b1663640e2fb5.pdf |
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