Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach

Abbas Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi

Volume 43, Issue 3 , August 2024, , Pages 53-79

https://doi.org/10.22099/tesl.2024.49231.3257

Abstract
  This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based ...  Read More
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions
Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions

Haniyeh Shirazifard; Gholam Reza Abbasian; Ahmad Mohseni; Mojgan Rashtchi

Volume 41, Issue 3 , August 2022, , Pages 155-195

https://doi.org/10.22099/tesl.2021.39105.2916

Abstract
  Collaborative dialogue (CD) in developing L2 skills known as ‘knowledge-building dialogue’, in spite of its momentum in foreign language acquisition, has rarely been conjoined ...  Read More
Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)
Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)

Rana Najjari; Gholam-Reza Abbasian; Massood Yazdanimoghaddam

Volume 40, Issue 4 , November 2021, , Pages 161-193

https://doi.org/10.22099/jtls.2021.39038.2914

Abstract
  Theory and practice are two sides of one coin, and the way they are perceived adds to its practice. This holds true regarding teachers’ Technological Pedagogical Content Knowledge ...  Read More