Variations in Novice and Experienced L2 Teachers' Pedagogical Cognitions and the Associated Antecedents in Tertiary-Level Online Instructional Contexts

Autor/inn/en	Karimi, Mohammad Nabi; Asadnia, Fatemeh
Titel	Variations in Novice and Experienced L2 Teachers' Pedagogical Cognitions and the Associated Antecedents in Tertiary-Level Online Instructional Contexts
Quelle	In: Language Awareness, 32 (2023) 2, S.235-254 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karimi, Mohammad Nabi) ORCID (Asadnia, Fatemeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2022.2033251
Schlagwörter	Beginning Teachers; Experienced Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Pedagogical Content Knowledge; Teacher Attitudes; Schemata (Cognition); Teacher Effectiveness; Video Technology; Higher Education; College Faculty; Reading Instruction; Foreign Countries; COVID-19; Pandemics; Linguistic Theory; Language Tests; Testing Problems; Prior Learning; Teacher Education Programs; Iran (Tehran) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Lehrerverhalten; Cognition; Schema; Kognition; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Leseunterricht; Ausland; Linguistische Theorie; Language test; Sprachtest; Vorkenntnisse
Abstract	Some strands of research on teacher cognition have remained predominantly cognitive and overlooked the socially-mediated nature of teachers' thoughts. One such strand is the research on teachers' pedagogical knowledge base, defined as the thought units/categories underlying teachers' instructional performance. To address this gap, the present study investigated L2 teachers' pedagogical knowledge base with a specific focus on online reading instruction at a tertiary education level and the antecedents of such pedagogical thoughts. To this end, three novice and three experienced teachers were recruited as participants. A complete online instructional session per teacher was video-recorded and used as a stimulus for inspecting their pedagogical thought units (PTUs) and the antecedents driving/shaping the thoughts. The findings revealed striking differences in the pedagogical thought categories (PTCs) of the two groups. The results further demonstrated that experienced teachers' pedagogical knowledge was informed by both cognitive and social sources, whereas novice teachers' thoughts were more cognitively oriented. In particular, experienced teachers highlighted prior teaching experiences, students' feedback, and colleagues' advice as the mediators guiding their PTUs. In contrast, novice teachers relied on knowledge from research-based theories and teacher education courses to inform their pedagogical thoughts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01