Decision Making in English Language Teaching: Unpacking Novice Teachers' Pedagogical Reasoning

Autor/inn/en	Tajeddin, Zia; Bolouri, Maryam
Titel	Decision Making in English Language Teaching: Unpacking Novice Teachers' Pedagogical Reasoning
Quelle	In: Language Teaching Research Quarterly, 33 (2023), S.115-131 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Decision Making; Teaching Methods; Thinking Skills; Lesson Plans; Course Descriptions; Teacher Attitudes; Learning Processes; Language Teachers; Teacher Education Programs; Case Studies; Beginning Teachers; Video Technology; Classroom Techniques; Pedagogical Content Knowledge; Likert Scales; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Lesson planning; Unterrichtsplanung; Kursstrukturplan; Lehrerverhalten; Learning process; Lernprozess; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Klassenführung; Pädagogische Kompetenz; Likert-Skala; Ausland
Abstract	Teachers are constantly involved in the act of decision-making in every moment of the classroom. These decisions are underpinned by pedagogical reasoning, which entails situated knowledge about particular teaching episodes and is reconstructed through teaching practice. The present case study sought to explore the pedagogical reasoning skills that novice English language teachers use in making classroom decisions. Results from a combination of lesson plans, classroom observations, and semi-structured interviews revealed that novice teachers applied their pedagogical reasoning to achieve syllabus objectives and deal with learners' misbehavior. In the absence of previous teaching experiences, they did not tend to reflect on the decisions they made to deal with learners' learning and their teaching. They also lacked consistency in their reasoning process, disrupted by their changing beliefs about learning and teaching. These findings imply the need for the improvement of teachers' pedagogical reasoning through teacher education programs. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01