An Exploratory Study of Teachers’ Professional Knowledge in Practice: Case of EFL Experienced Teachers in the Department of English at Batna University. Doctorat thesis,(2018) Université de Batna 2.
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Date
2018-06-28
Authors
HADJIRA Cherif
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Abstract
The present study deals with EFL experienced teachers’ knowledge, it’s sources and the effects of context on the realisation of teacher knowledge in classroom practice. As such, the study becomes a response to the call made for the reconceptualization of the teaching basics to emphasize teaching as a knowledge act based on reason, consciousness and common sense and stressing the pedagogical framework and context in which teaching is held. Data gathering tools are the teacher knowkedge questionnaire, interviewing and classroom observation and on the basis of both quantitative and qualitative data analysis six areas of teacher knowledge were revealed and confirmed through the teachers’ views and accounts. The areas are: subject matter, pedagogy, students, learning environment, curriculum and the self. Many sources were also found to outline teacher professional knowledge when it is put into practice. These sources include experience, teacher education and training, past studies at the university, teacher and learner feedback, expert advice, learners’ knowledge and advanced scientific research.The relation between teacher knowledge and practice was demonstrated in two ways. The first way relates to the fact that teacher knowledge represents a working model which underpins practice. The second way relates to the fact that classroom decisions are made on the basis of teacher reasoning. Many challenging factors are found to hinder the realization of teacher knowledge in practice such as time limitation, EFL examination policy, lack of resources and sustenance, the gap between the teaching objectives and the learning needs as well as the excessive classroom size. Finally, the findings gave us the opportunity to draw upon significant implications, research recommendations and suggestions to conduct further research on teacher professional knowledge.