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ERIC Number: EJ928359
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0026-7902
Does Formal Teacher Education Make a Difference? A Comparison of Pedagogical Thought Units of B.A. versus M.A. Teachers
Akbari, Ramin; Dadvand, Babak
Modern Language Journal, v95 n1 p44-60 Spr 2011
The present study investigated the differences in pedagogical thought units between teachers with a bachelor's degree (B.A.) in English and their counterparts with a master's degree (M.A.) in TESOL. English-as-a-foreign-language (n = 8) teachers with similar teaching experiences (between 2 and 3 years of teaching experience) and teaching in similar contexts (teaching in the same institute, the same book, and the same level of learners) took part in this study. A complete teaching session of each of the participants was video-recorded and teachers' pedagogical thoughts were probed using stimulated recall technique. The research found that, on the whole, M.A. teachers produced significantly more pedagogical thoughts compared to the B.A. teachers: The average pedagogical thought units for M.A. teachers was 5.18 per minute, whereas B.A. teachers produced 2.58 of such units per minute. In terms of thought categories, the same families were observed for both groups; however, there were slight differences in their ranking and significant differences in their frequency. (Contains 4 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A