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
Exploring the Role of Reflective Practice in Activating Novice EFL Teachers’ Noticing
Exploring the Role of Reflective Practice in Activating Novice EFL Teachers’ Noticing

Mohammad Hossein Arefian; Hussein Meihami

Volume 42, Issue 4 , December 2023, , Pages 23-44

https://doi.org/10.22099/tesl.2023.48521.3233

Abstract
  Reflective practice and noticing can be regarded as two essential concerns for novice teachers’ survival and development in their first practices. Therefore, this study was an ...  Read More
Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education
Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education

Hamed Barjesteh

Volume 38, Issue 2 , July 2019, , Pages 47-79

https://doi.org/10.22099/jtls.2020.34142.2707

Abstract
  Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor ...  Read More