خلاصة:
The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators.
ملخص الجهاز:
The Effect of High School English Teachers Awareness of Pedagogical Competence on Students’ Learning Achievements 8.
Abstract The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning.
A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran.
Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence.
Teachers’ awareness- raising is applied in a cyclical process, in which teachers continuously monitor, evaluate, and revise their practice, and thereby, creatively mediate developed frameworks for teaching and learning.
A study conducted by Strauss and Sawyer (1986) revealed that teachers’ awareness and the quality of teachers had a major impact on student learning.
Sheridan and Williams (2007) also mention the importance of reflective ability as an integral element of teachers’ awareness while teaching high quality and using a variety of ways to enhance student learning at the same time.
Following the development of the ELTPC instrument, in the second phase of the study, an experiment was conducted to measure the effect of the English language teachers’ awareness of PC on student learning achievement.
First, to figure out the degree of teachers’ pedagogical awareness or unawareness, 44 out of 72 high school English teachers who were practicing teaching in the third grade were randomly selected.