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Document Type : Latin Dissertation
Language of Document : English
Record Number : 155297
Doc. No : 4013p
Call number : ‭4013‬
Main Entry : Latif, Farnaz
Title Proper : A Study of Iranian EFL Teachers' Beliefs: The Impact of Teachers' Pedagogical Knowledge on their Actual Classroom Practice
Supervisor : ; Mohammad Reza Talebinezhad
Advisor : ; Reza Biria
College : Khorasgan
Date : , 2010=1389
Degree : PH.D
field of study : , Teaching english
College : , Khorasgan
Page No : xii,203p.:diag.tab
Note : 890
Abstract : n recent decades, studies delving into language teachers mental lives to explore their knowledge, attitudes, beliefs and perceptions about teaching and teachers have been very much part of the mainstream literature in the field of language teaching and teacher education. Moreover, ample research works in this realm have included classroom observation and teachers reflections on their observed performance in their study phase to observe the relationship between teachers perceptions what they know and their performance how they act in the class. The present study particularly investigates 260 Iranian EFL teacher educators and teacher students beliefs concerning their pedagogical knowledge and its impact on their classroom performance. The results of the study indicate significant differences between Iranian EFL teacher educators and teacher students beliefs not only in terms of their pedagogical knowledge, but also given the impact of pedagogical knowledge on their classroom practice. The results further illustrate the direct impact of teachers diverse beliefs on the classroom practice which, in the case of this study, could be considered as a critical threat to the survival of formal EFL teacher education in Iran..
electronic file name : 4013.pdf
Title and statement of responsibility and : A Study of Iranian EFL Teachers' Beliefs: The Impact of Teachers' Pedagogical Knowledge on their Actual Classroom Practice [Thesis]; Mohammad Reza Talebinezhad; Reza Biria
Internal Bibliographies/Indexes Note : Bibliography p.: 173-184
 
 
 
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