Iranian High-school English Teachers’ Perceptions of Pedagogical Knowledge on Effective English Teaching

کد مقاله : 1198-ELTCONF5-FULL (R1)

نویسندگان

zahra shareghi * دانشگاه فرهنگیان

چکیده مقاله

This study aimed to investigate the Iranian high-school English teachers’ perceptions of pedagogical knowledge on effective English teaching. Data were collected through questionnaires. For this reason, one-hundred-twenty Iranian high-school English teachers were conducive to the investigation. The data were analyzed by means of both the Constant Comparative Method (Charmaz, 2006) and template coding to recognize similarities and differences between the responses. Patterns and general themes were identified and discussed. The results of this research demonstrated that while the teachers were likely to develop students’ communication skills, policy-makers must also be conscious of the fact that change is a wide-ranging occurrence calling complete support and promise. In conclusion, the teachers’ perceptions of effective English teaching and anticipations of educational modification should be changed in such a way that the teachers perceive the significance and consequence of educational modification to their professional success. In this regard, most Iranian high school English teachers are required to update, i.e., to offer them valued pre-service and in-service courses with communicative backgrounds that they can perform in their classrooms. The conclusions can be advantageous for English teachers to think about the perceptions, fit them with their practices, and take advantage of communicative activities that are more helpful in their classrooms.

کلیدواژه ها

English teachers’ perceptions,, effective English teaching,, current English teaching curriculum,, Iran high schools

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