expert teachers

This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities. A questionnaire was developed based on the literature, the theoretical framework, and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, seven factors emerged under the main category of procedural knowledge for these teachers. The findings revealed that: (a) Iranian EFL expert teachers have higher levels of procedural knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of classroom management knowledge, topic management knowledge and students involved in learning knowledge than novice teachers (c) expert teachers have the knowledge to make rapport (good emotional relationship) with their students more easily and effectively than novice teachers (d) there is not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of talk management, knowledge of strategies while teaching and knowledge of teachers’ learning strategies for learners in the classroom.

This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study carried out by Yazdanpanah and Sahragard (2017). This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are more or less similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning.

This non-experimental study aimed to figure out if Iranian novice and expert EFL teachers had differing attitudes regarding professional identity (PI). It also measured if gender and various social statuses of high, mid and low had any mediating role in novice and expert teachers’ attitudes towards PI. Therefore, a 20-item PI questionnaire to which demographic variables of, teaching experience, gender and social status attached was distributed through various means, including emails, social media platforms, and personal contacts due to sanitary protocols and in the outbreak of Covid-19 pandemic. These results indicate that regardless of experience level, gender, or social status, teachers' attitudes towards professional identity remain consistent. The study suggests that factors such as gender and social status do not play a significant role in shaping teachers' perceptions of their professional identity. Also, the findings of the study can be beneficial for teachers by highlighting that their attitudes towards professional identity are not significantly influenced by gender or social status. This can help alleviate concerns or biases related to these factors and encourage teachers to focus on their individual growth and development