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 |
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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 |
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dc.subject |
EFL |
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dc.subject |
ELT |
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dc.subject |
teachers’ cognition |
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dc.subject |
teachers’ knowledge |
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dc.subject |
teachers’ techniques |
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dc.subject |
teaching methods |
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dc.subject |
professional development |
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dc.subject |
teaching practices |
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dc.title |
A COMPARISON OF ENGLISH AS A FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL KNOWLEDGE AND CLASSROOM PRACTICES |
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dc.type |
Thesis |
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