چکیده:
The systematic study of EAP teachers‟ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers and content teachers. This study explored the similarities and differences between language teachers‟ and content teachers‟ PCK, and teaching practices, and students‟ beliefs about their EAP teachers‟ methodology at Medical Sciences Universities across Iran. In order to answer the research questions, a wide range of instruments including questionnaires, observations, semi-structured interviews, and field notes were utilized. Sources included language teachers, content teachers, students taught by language teachers, and students taught by content teachers. Representative samples of 318 EAP teachers and 1573 students participated in the study. The results indicated substantial inconsistencies across the two groups of teachers with respect to their PCK and teaching practices. The findings also showed that students favored language teachers‟ methodologies and teaching practices. The findings promise implications for EAP instruction in Iran and highlight the pressing need for more systematic teacher training programs.
خلاصه ماشینی:
Candidate of TEFL, Kharazmi University, Tehran, Iran Received: January 5, 2016; Accepted: May 2, 2016 Abstract The systematic study of EAP teachers‟ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics,especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.
This study explored the similarities and differences between languageteachers‟ and content teachers‟ PCK, and teaching practices, and students‟ beliefs about their EAP teachers‟ methodology at Medical Sciences Universitiesacross Iran.
Besides, in contexts like Iran where EAP courses are taught by either language teachers or content teachers with little or no collaboration between the two camps (Atai, 2006), there is a pressing need to shed more light on EAP teachers‟ teaching practices.
The most important purpose of EAP courses at universities in Iran is "to fill in the gap between the students‟ general English competence and their ability to read authentic discipline- specific texts" (Atai, 2006, p.
Recently, Atai and Fatahi- Majd (2014) explored the cognitions and practices of Iranian EAP teachers‟ teaching reading comprehension between language teachers and content teachers.
We examined the following teaching practices: - scaffolding strategies - consciousness-raising strategies - emphasizing grammar - emphasizing vocabulary - emphasizing translation <H6>Scaffolding Strategies</H6> In response to the question: &quot;How much do you use scaffolding strategies?&quot;, majority of language teachers and content teachers selected „somewhat‟ (38.