A COMPARISON OF ENGLISH AS A FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL KNOWLEDGE AND CLASSROOM PRACTICES

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DC Field	Value	Language
dc.contributor.author	Chedid, Diran Roussayla Golfiden	-
dc.date.accessioned	2021-06-04T08:36:16Z	-
dc.date.available	2021-06-04T08:36:16Z	-
dc.date.issued	2016	-
dc.identifier.uri	http://hdl.handle.net/11547/8811	-
dc.description.abstract	This study aims to find out whether there is a gap between the teachers’ professional knowledge and their teaching practices. The survey is addressed to EFL teachers and learners. 10 teachers from a language center volunteered to become the subjects of this study. Teaching Knowledge Test (TKT) part 2 was administered and these teachers’ classes were observed to collect data for this study. In fact, the result of data analysis reveals that 16% of teachers’ knowledge is not transferred to learners. So, there is a gap between teachers’ knowledge and what they do. We believe that if teachers become aware of their weaknesses in transferring the information, they can improve their way of teaching for a professional growth and hence learners become more motivated for learning English	tr_TR
dc.subject	EFL	tr_TR
dc.subject	ELT	tr_TR
dc.subject	teachers’ cognition	tr_TR
dc.subject	teachers’ knowledge	tr_TR
dc.subject	teachers’ techniques	tr_TR
dc.subject	teaching methods	tr_TR
dc.subject	professional development	tr_TR
dc.subject	teaching practices	tr_TR
dc.title	A COMPARISON OF ENGLISH AS A FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL KNOWLEDGE AND CLASSROOM PRACTICES	tr_TR
dc.type	Thesis	tr_TR
Appears in Collections:	Tezler -- Thesis

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