Assumptions and Pedagogical Knowledge: Teaching and Learning According to Teachers of English

Autor/in	Karaata, Cemal
Titel	Assumptions and Pedagogical Knowledge: Teaching and Learning According to Teachers of English
Quelle	In: Hacettepe University Journal of Education, 41 (2011), S.244-254 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-5340
Schlagwörter	Second Language Learning; Laboratories; Foreign Countries; English Teachers; Pedagogical Content Knowledge; Educational Practices; Questionnaires; Teacher Attitudes; Beliefs; Age Differences; Gender Differences; Work Experience; English (Second Language); Institutional Characteristics; Likert Scales; Learning Processes; Learning Strategies; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Laboratory; Laboratorium; Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Bildungspraxis; Fragebogen; Lehrerverhalten; Belief; Glaube; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Employment experience; Job experience; Occupational experience; Berufserfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Likert-Skala; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	This article investigates assumptions and pedagogical knowledge of English teachers working in primary, secondary and higher education in Turkey to identify their current orientations towards practices in foreign language learning and teaching. A survey was administered to 197 participants. The two questionnaires, on learning and teaching, were designed in a way to identify the extent to which teachers' views overlap with those offered at teacher training programs as well as their beliefs and assumptions that markedly deviate from the current state of the art research. Findings overall reveal that teachers' views overlap considerably with those in foreign language learning and teaching scholarship. However, traces of Audiolingual Method can be seen in teachers' thinking. They favor the use of language laboratories as well as the repetition drills. Gender, age, and experience do not play a statistically significant role in the assignment of assumptions and pedagogical knowledge. (Contains 6 tables.) (As Provided).
Anmerkungen	Hacettepe University. Faculty of Education, Beytepe, Ankara 06800, Turkey. Tel: +90-312-2978583; Fax: +90-312-2992083; e-mail: efdergi@hacettepe.edu.tr; Web site: http://www.efdergi.hacettepe.edu.tr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10