In-service EFL Teachers’ Decision-Making in Classroom Instruction: The Impact of a Teacher Education Course

Document Type : research article

Authors

1 Department of English Language Teaching at Islamic Azad University, West Tehran Branch, Tehran, Iran

2 Department of English Language Teaching at Islamic Azad University, West Tehran Branch, Tehran,

3 Department of English Language Teaching at Tarbiat Modares University, Tehran, Iran

Abstract

The emerging interest in the concept of teachers’ decision-making as a key to teaching effectiveness has mounted over the last few years. Although the number of studies conducted in this area has been vast, there is a paucity of literature on the impact of in-service teacher education courses on teachers’ decision-making (re)construction. To bridge this gap, in the present qualitative multiple case study, pre- and post-course classroom observations and the teacher education course were conducted to investigate four novice EFL teachers’ instructional decision-making. Content analysis based on Stronge’s (2007) five teacher skills checklists and microgenetic constructivist moment-by-moment discourse analysis were employed. Findings indicated five shifts from using “L1 to using L1 as well as L2 for instruction”, “one method to use different approaches and strategies in teaching,” “paper-and-pencil based activities to incorporate technology in teaching,” “whole-class or individual to using different grouping activities,” and “a strict approach to using games for teaching and learning” in teachers’ decisions. In view of the findings, it can be concluded that the focus of targeted teachers changed as a result of participating in this course. They brought valuable information from the tacit to the conscious level, negotiated it, and reshaped it to some extent. They became more aware of their abilities and considered the context, students’ levels, needs, and demands. These results are consistent with many of the previous findings reported in the literature. The main implication of this study is for institute managers, teacher educators, and EFL teachers regarding decisions and the significant role of reflection on them.

Keywords

Main Subjects

References

Aghaalikhani, H., & Maftoon, P. (2018). English teacher education programs and professionalism: The case of Iranian novice/experienced teachers. Research in English Language Pedagogy, 6(1), 78-94. https://doi.org/10.30486/relp.2018.538776
Ahn, S. (2019). Non-native English-speaking teachers in Korean English classrooms: Reflections through critical performative pedagogy. Reflective Practice, 21(1), 68-80. https://doi.org/10.1080/14623943.2019.1708713
Allsop, Y., & Jessel, J. (2018). Teachers’ Experience and Reflections on Game-Based Learning in the Primary Classroom: Views from England and Italy. In G. Kiryakova, N. Angelova, & L. Yordanova (Eds.). Gamification in education: Breakthroughs in research and practice (pp. 304-322). IGI Global.
Badra, M. (2022). Structural pattern design-method of observatorial teaching based on relationships and ratios theory (Focusing on the Jamo al-Jam Induction of Anfosi and Afaghi (. Educational and Scholastic Studies, 10(4), 295-328. 20.1001.1.2423494.1400.10.4.12.3
Baktash, N. (2021). A reflection on how EFL teachers in Iran feel about their education: A modular model (KARDS) perspective. International Journal of   Foreign Language Teaching and Research, 9(37), 185-194. https://doi.org/20.1001.1.23223898.2021.9.37.12.0
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380. https://doi.org/10.1016/j.system.2011.07.009
Borko, H., Roberts, S. A., & Shavelson, R. (2008). Teachers’ decision making: From Alan J. Bishop to today. In P. Clarkson & N. Presmeg (Eds.), Critical issues in mathematics education (pp. 37-67). Springer.
Cahyani, H., & Cahyono, B. Y. (2012). Teachers’ attitudes and technology use in Indonesian EFL classrooms. TEFLIN Journal, 23(2), 130-148. https://doi.org/10.15639/teflinjournal.v23i2/130-148
Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 47-61). Springer.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development.
Dimitrieska, V. (2018). Research on teacher identity: Introduction to mapping challenges and innovations. In P. A. Schutz, D. C. Francis, & J. Hong (Eds.), Becoming a language teacher: Tracing the mediation and Internalization processes of pre-service teachers (pp.157-168). Springer Nature.
Dixon, D. H., Dixon, T., & Jordan, E. (2022). Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis. Language Learning & Technology, 26(1), 1-25.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Ebadi, S., & Beigzadeh, M. (2015). The effect of teacher scaffolding vs. peer scaffolding on EFL learners’ reading comprehension development. International Journal of English and Education, 4(2), 105-116.
Edge, J. (2002). Continuing cooperative development. University of Michigan Press.
Espasandin Lopes, C., & Tornisiello Scarlassari, N. (2022). Agency and criticality in statistics teaching practices: the account of a teacher. The Mathematics Enthusiast, 19(2), 394-421. https://doi.org/10.54870/1551-3440.1558
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41(4), 1070 1082. https://doi.org/10.1016/j.system.2013.10.014
Farrell, T. S. C. (2015a). It’s not who you are! It’s how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79-88. https://doi.org/10.1177/0033688214568096
Farrell, T. S. C. (2015b). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. https://doi.org/10.2307/3588114
Gatbonton, E. (2008). Looking beyond teachers’ classroom behavior: Novice and experienced ESL teachers’ pedagogical knowledge. Language Teaching Research, 12(2), 161-182. https://doi.org/10.1177/1362168807086286
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896. https://doi.org/10.1177/016146810710900401
Hall, G., & Cook, G. (2013). Own-language use in ELT: Exploring global practices and attitudes. British Council.
Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2020). Contributions of Kumaravadivelu’s language teacher education modular model (KARDS) to Iranian EFL language institute teachers’ professional identity. Applied Research on English Language, 9(1), 75-102. https://doi.org/10.22108/are.2019.117913.1470
Hawa, S., Suryani, S., Susiani, R., Dauyah, E., & Majid, A. H. (2021). University students’ perception toward the use of the mother tongue in the EFL classrooms. Studies in English Language and Education, 8(3), 1094-1110. https://doi.org/10.24815/siele.v8i3.19870
Hoff, D. J. (2003). Large-scale study finds poor math, science instruction. Education Week, 23, 8.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A sociocultural perspective on professional development. Routledge.
Kazu, İ. Y., & Issaku, Y. (2021). The opinion of ELT students on technology-based classroom approach. Focus on ELT Journal, 3(1), 33-42. https://doi.org/10.14744/felt.2021.000436
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
Kyza, E. A., & Agesilaou, A. (2022). Investigating the processes of teacher and researcher empowerment and learning in co-design settings. Cognition and Instruction, 40(1), 100 125. https://doi.org/10.1080/07370008.2021.2010213
Lee, J. (2016). Exploring non-native English-speaking teachers’ beliefs about the monolingual approach: Differences between pre-service and in-service Korean teachers of English. Journal of Multilingual and Multicultural Development, 37(8), 759-773. https://doi.org/10.1080/01434632.2015.1133629
Lee, L. (2009). Scaffolding collaborative exchanges between expert and novice language teachers in threaded discussions. Foreign Language Annals, 42(2), 212-228. https://doi.org/10.1111/j.1944-9720.2009.01018.x
Lloyd, C. A. (2019). Exploring the real-world decision-making of novice and experienced teachers. Journal of Further and Higher Education, 43(2), 166-182. https://doi.org/10.1080/0309877X.2017.1357070
Loughran, J. (2019). Pedagogical reasoning: The foundation of the professional knowledge of teaching. Teachers and Teaching, 25(5), 523-535. https://doi.org/10.1080/13540602.2019.1633294
Luneta, K. (2012). Designing continuous professional development programmes for teachers: A literature review. Africa Education Review, 9(2), 360-379. https://doi.org/10.1080/18146627.2012.722395
Mahmutoğlu, H., & Kıcır, Z. (2013). The use of mother tongue in EFL classrooms.  LAÜ Sosyal Bilimler Dergisi, 4(1), 49-72. Retrieved from https://dergipark.org.tr/en/pub/euljss/issue/6283/84328
McMorrow, M. (2007). Teacher education in the post-method era. ELT Journal, 61(4), 375-377. https://doi.org/10.1093/elt/ccm057
Medgyes, P. (2013). [Review of the book Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing and seeing, by B. Kumaravadivelu]. Language and Education, 27(5), 475-477. https://doi.org/10.1080/13670050.2012.713598
Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89-100. https://doi.org/10.1016/j.tate.2008.07.003
Meskill, C., Anthony, N., Hilliker-VanStrander, S., Tseng, C., & You, J. (2006).  Expert-novice teacher mentoring in language learning technology. In P.  Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 283-298). John Benjamins.
Mohammadi Chamardani, H., & Noor Rahmani, M. (2018). مدل یابی معادلات ساختاری رابطه اثربخشی فعالیت های قبل, ضمن و پس از تدریس با بهبود دوره های آموزشی. اندیشه های نوین تربیتی [Structural equation modeling: The relationship between the effectiveness of previous activity, after and after teaching by improving educational courses]. New Thoughts on Education, 14(3), 59-97. https://www.sid.ir/en/journal/ViewPaper.aspx?id=700905.(In Persian)  

Nasrasfahani, A. (2012). عوامل مؤثر در بهبود کیفیت تدریس [Factors affecting the improvement of teaching quality]. Education, 29(8), 134-154. http://noo.rs/PQNvT. (In Persian)

Nushi, M., & Ghasemi, F. (2021). Teachers’ teaching styles and their beliefs about incorporating technology into L2 instruction: The Case of Iranian EFL Context. Foreign Language Research Journal, 11(3), 511-539. https://doi.org/10.22059/jflr.2021.329359.879
Parba, J. (2018). Teachers’ shifting language ideologies and teaching practices in Philippine mother tongue classrooms. Linguistics and Education, 47, 27-35. https://doi.org/10.1016/j.linged.2018.07.005
Paulsrud, D., & Wermke, W. (2020). Decision-making in context: Swedish and Finnish teachers’ perceptions of autonomy. Scandinavian Journal of Educational Research, 64(5), 706-727. https://doi.org/10.1080/00313831.2019.1596975
Riazi, M. (2016). The Routledge encyclopedia of research methods in applied Linguistics: Quantitative, qualitative, and mixed-methods research. Routledge.
Richards, J. C., Li, B., & Tang, A. (2001). Exploring pedagogical reasoning skills. In J. C. Richards (Ed.), Beyond training (pp. 86-102). Foreign Language Teaching and Research Press.
Riley, T. (2019). Exceeding expectations: Teachers’ decision-making regarding aboriginal and Torres Strait Islander Students. Journal of Teacher Education, 70(5), 512-525. https://doi.org/10.1177/0022487118806484

Salehi, S. (2001). تدریس اثر بخش [Effective teaching]. Journal of Shahrekord University of Medical Sciences, 3(2), 21-12. https://www.sid.ir/en/journal/ViewPaper.aspx?id=54231. (In Persian)

Schepens, A., Aelterman, A., & Van Keer, H. (2007). Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions, Teaching and Teacher Education, 23(4), 457-472. https://doi.org/10.1016/j.tate.2006.12.014
Shakenova, L. (2017). The theoretical framework of teacher collaboration. Journal of Humanities and Social Sciences, 20(2), 34-48. http://hdl.handle.net/20.500.12323/3530
Shavelson, R. J. (1973). The basic teaching skill: Decision-making. Stanford University
Stadler-Heer, S. (2022). Developing novice teachers’ classroom discourse competence through micro-teaching and reflective practice. In K. Thomson (Ed.), Classroom discourse competence: Current issues in language teaching and teacher education, (pp. 257-271). Narr Francke Attempto Verlag GmBH.
Stronge, J. H. (2007). Qualities of effective teachers (2nd ed.). Association of Supervision and Curriculum Development.
Tajeddin, Z., & Alemi, M. (2019). Effective language teachers as persons: Exploring pre-service and in-service teachers’ beliefs. TESL-EJ, 22(4). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume22/ej88/ej88a3/.
Tsui, A. B. M. (2011). Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 21-39). Routledge.
Van den Bergh, L., Ros, A., & Beijaard, D. (2015). Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education, 47(1), 142-150.  https://doi.org/10.1016/j.tate.2015.01.002
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Vygotsky, L. S. (2018). Mind in society: The development of higher psychological processes (2nd ed.). Harvard University Press.
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.  
https://doi.org/10.1191/1362168802lr095oa
Webster, C. A., & Schempp, P. G. (2008). Self-monitoring: Demystifying the wonder of expert teaching. Journal of Physical Education, Recreation & Dance, 79(1), 23-29. https://doi.org/10.1080/07303084.2008.10598115
Zarei, H. A., Gholam Hosseinzadeh, O. K., & Charmchian Langroudi, M. (2017). مدل سازی معادله ساختاری اثربخشی تدریس معلمان ریاضی دوره متوسطه شرق استان مازندران در سال تحصیلی95 -1394. [Structural equation modeling in teaching effectiveness of upper secondary level math teachers in east of Mazandaran during the educational year 2015-16]. Journal of Educational Sciences, 10(38), 95-113. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=351388. (In Persian)
Journal of Foreign Language Research
Volume 12, Issue 4
February 2023
Pages 416-440

Files

Share

How to cite

Statistics