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 of cut score. 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 from the experiment and survey supported the teachers in aware group. Although, based on the survey results, the aware teachers were reported to act better, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by schools, education administration, and teacher educators.
ملخص الجهاز:
Components of PC PC is multidimensional in nature as it emphasizes several broad areas of understanding used in the present study and explained as follows: (a) preparation and planning for teaching, (b) updating course subjects, (c) a disciplinary root of class management, (d) teaching practice, skills, and strategies (e) different assessment tools and the related feedback, (f) developing a positive attitude toward teaching and learning, and (g) believing in what best supports learners and learning achievement.
At the same time, a teacher should demonstrate a good ability to use subject knowledge in practical and pedagogical actions with student learning in focus (Shulman, 1986), and that the teachers’ familiarization with the science and the dimensions of the related subject they intend to present to students in a certain class is of great importance (Zvarych, 2013).
Therefore, as Erdem and Koc (2016) note, the development of PC of the English language teachers should be geared to aimed and continuous activities developed and designed in order to update, develop, and increase teachers’ knowledge, skills, and attitudes in managerial, personal, educational, and subject field of teachers so that improvement in student learning can be fulfilled.
According to Tsui, Lopez-Real, and Edwards (as cited in Yuan, 2015), teachers' endeavor to develop competence and skills to achieve full participation and engagement in different forms of practice, and negotiation of meaning with other members is valued by the teaching community.
Results Following the development of 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.