Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? A comparison of pedagogical thought units of B.A. versus M.A. teachers. The Modern Language Journal, 95, 44-60.
摘要：The present study investigated the differences in pedagogical thought units between teachers with a bachelor's degree (BA) in English and their counterparts with a master's degree (MA) 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. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Teachers, Teacher Education, TESOL, English as a Second Language Instruction
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