Pedagogical Reasoning for Speaking Instruction: A Longitudinal Study of Novice Language Teachers' Cognition

Autor/inn/en	Tajeddin, Zia; Biri, Aso; Allami, Hamid
Titel	Pedagogical Reasoning for Speaking Instruction: A Longitudinal Study of Novice Language Teachers' Cognition
Quelle	In: TESL-EJ, 27 (2023) 2, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tajeddin, Zia) ORCID (Allami, Hamid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Longitudinal Studies; Language Teachers; Beginning Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Knowledge Base for Teaching; Pedagogical Content Knowledge; Speech Communication; Recall (Psychology); Teacher Attitudes; Decision Making; Schemata (Cognition); Private Education; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language teacher; Sprachunterricht; Junior teacher; Junglehrer; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Abberufung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Cognition; Schema; Kognition; Privatunterricht; Ausland
Abstract	Pedagogical reasoning, as one of the major components of teacher knowledge base, is crucially important in teacher education. Motivated by the dearth of research in this area, this study investigated the pedagogical reasoning of four novice language teachers in relation to speaking instruction in order to further our understanding of language teacher cognition. For this purpose, a qualitative approach was adopted and classroom observations and post-observation stimulated recall interviews were conducted over a period of eight months. The analysis of the data related to pedagogical reasoning episodes and reasoning complexity indicated that novice teachers employed varied pedagogical arguments for different aspects of teaching speaking to justify their pedagogical decisions, which included instruction-based, students-based, teacher-based, and context-based arguments. The findings also pointed to the developmental changes in terms of the complexity and comprehensiveness of novice teachers' pedagogical reasoning. Although they initially tended to focus primarily on the subject matter and instructional activities, their reasoning gradually expanded to include students' cognitive and affective characteristics. The findings of this study contribute to the research on the teacher knowledge base and cognition. Having a clear understanding of novice teachers' pedagogical reasoning and how they utilize it to explain their classroom practices provides us with valuable insights into the process of learning to teach. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01