Teacher Knowledge and Research Agendas,


Gül Peker B.

Research Trends in English Language Teacher Education and English Language Teaching, Gonca Yangın Ekşi; Luis Guerra; Dorota Werbińska; Yasemin Bayyurt, Editör, University of Evora, Evora, ss.111-136, 2019

  • Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
  • Basım Tarihi: 2019
  • Yayınevi: University of Evora
  • Basıldığı Şehir: Evora
  • Sayfa Sayıları: ss.111-136
  • Editörler: Gonca Yangın Ekşi; Luis Guerra; Dorota Werbińska; Yasemin Bayyurt, Editör

Özet

This article is a review of literature on teacher knowledge (TK) in general education research (GER) and the teaching of English as a foreign language (EFL). It first reviews research on TK in GER in relation to kinds of knowledge, teacher cognition and beliefs and personal practical knowledge. Then, this discussion is continued in EFL. The literature review encompasses studies scanned through the Web of Science first in GER, then in EFL, published in major teaching and teacher education journals. This analysis reveals a diversity of topics revolving around teacher knowledge and the above mentioned topics. Similarly, the theoretical frameworks and terminology used show much variance. Research methods employed range from quantitative to qualitative including narrative inquiry. Recommendations for future research and implications for teacher education are offered.

Keywords: teacher knowledge; pedagogical knowledge; teacher cognition and beliefs; personal practical knowledge; professional knowledge landscapes.