International Association of Educators   |  ISSN: 1308-951X
International Journal of Research in Teacher Education
International Association of Educators

Original article | International Journal of Research in Teacher Education 2020, Vol. 11(3) 1-18

Teachers’ Perceptions of KARDS in an EFL Context: The Case of Age, Degree Level, and Major

Vahid Hassani

pp. 1 - 18   |  Manu. Number: ijrte.2020.006

Published online: September 30, 2020  |   Number of Views: 185  |  Number of Download: 655

Save PDF

Abstract

Kumaravadivelue’s (2012) language teacher education for a global society under the acronym of KARDS (knowing, analyzing, recognizing, doing, and seeing) has gained little momentum in the context of Iran due to dearth of researches on it. To narrow this gap, the present research looked into Iranian English as a foreign language (EFL) teachers’ perception of KARDS with regard to variables including their age, degree level, and major. To this end, a KARDS questionnaire designed, constructed, and validated by Hassani, Khatib, and Yazdani Moghaddam (2019a) was administered to 400 English teachers teaching at different language institutions in Tehran. Both convenient and stratified sampling were used to select the participants. The researcher used stratified sampling since the population was made up of a number of subgroups, or strata that differed from each other in their characteristics. The results of descriptive statistics, MANOVA, and post-hoc Tukey tests revealed that there were significant differences in teachers’ perceptions of KARDS with regard to their age, degree level, and major. Policy makers, material developers, and teacher educators should underscore these differences and observe and incorporate them in teacher education programs while they are designing teacher education programs or developing teaching materials

Keywords: KARDS, language teacher education, teachers’ perception

How to Cite this Article?

APA 6th edition
Hassani, V. (2020). Teachers’ Perceptions of KARDS in an EFL Context: The Case of Age, Degree Level, and Major . International Journal of Research in Teacher Education, 11(3), 1-18.

Harvard
Hassani, V. (2020). Teachers’ Perceptions of KARDS in an EFL Context: The Case of Age, Degree Level, and Major . International Journal of Research in Teacher Education, 11(3), pp. 1-18.

Chicago 16th edition
Hassani, Vahid (2020). "Teachers’ Perceptions of KARDS in an EFL Context: The Case of Age, Degree Level, and Major ". International Journal of Research in Teacher Education 11 (3):1-18.

References
  1. Adie Emmanue, I., & Ayua Ambe, B. (2014). Influence of teachers’ professional qualification and area of specialization on the implementation of environmental education curriculum in Cross River State-Nigeria. Presented at international conference on chemical, environment & biological sciences (CEBS-2014) Sept. 17-18, Kuala Lumpur (Malaysia). Retrieved from http://dx.doi.org/10. 15242/IICBE.C914120.   [Google Scholar]
  2. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practice in L2 teacher education. System, 35, 192-207. [Google Scholar]
  3. Bartlett, L. 1990. Teacher development through reflective teaching. In J. C. Richards & D. Nunan (eds.), Second language teacher education (pp. 202–214).  New York: Cambridge University Press. [Google Scholar]
  4. Eret-Orhan, E., Ok, A., & Capa-Aydin, Y. (2017). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education. doi: 10.1080/1359866X.2017.1355050 [Google Scholar] [Crossref] 
  5. Erfanian Jalali, M., & Talebinezhad, M. R. (2014). Critical theory in social sciences and evaluation of content-based approaches to language teaching. International Journal of Language Learning and Applied Linguistics World, 5(3), 380-389. [Google Scholar]
  6. Fatima, F., & Zamir, Sh. (2015). Teachers’ perception towards pre-service teacher education program at higher secondary level. Journal of Literature, Languages and Linguistics, 12, 66-75. [Google Scholar]
  7. Freeman, D. (1998). Doing teacher-research: From inquiry to understanding. Boston: Heinle and Heinle. [Google Scholar]
  8. Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-80). Cambridge: CUP. [Google Scholar]
  9. Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27, 193-216. [Google Scholar]
  10. Freire, P. (2005). Teachers as cultural workers: Letters to teachers who dare teach. Cambridge: Westview Press. [Google Scholar]
  11. Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. NY: Routledge. [Google Scholar]
  12. Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. [Google Scholar]
  13. Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2019a). An investigation of teachers’ perceptions of KARDS in an EFL context. International Journal of Foreign Language Teaching and Research, 7(28), 135-153. [Google Scholar]
  14. Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2019b). Contributions of KARDS to Iranian EFL university teachers’ professional identity. Journal of English Language Teaching and Learning, 11(23), 127-156. [Google Scholar]
  15. Hassani, V., Khatib, M., & Yazdani Moghaddam, M. (2020). Contributions of Kumaravadivelu’s language teacher education modular model (KARDS) to Iranian EFL language institute teachers’ professional identity. Applied Research on English Language, 9(1), 75-102. doi: 10.22108/are.2019.117913.1470 [Google Scholar] [Crossref] 
  16. Hunter, S. M., Watson, M., Adams, T., Robinson, D., & McKee, W. (2015). Preparing pre-service teachers with effective classroom language skills: Examining the utility of code-switching for enhancing lesson delivery. North Carolina Association for Middle Level Education Journal, 29(1). [Google Scholar]
  17. Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. [Google Scholar]
  18. Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle. [Google Scholar]
  19. King, E. T. (2013). Review of language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. TESL-EJ, 16(4). [Google Scholar]
  20. Kumaravadivelu, B. (2006). Understanding language teaching: From method to post method. Mahwah, New Jersey: Lawrence Erlbaum Associates. [Google Scholar]
  21. Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. London: Routledge. [Google Scholar]
  22. Mangaleswarasharma, R., & Sathiaseelan, A. (2016). Teachers’ perceptions on the effectiveness of the post graduate diploma in education programme. Open University Research Sessions (OURS)-2016, 17-18 November 2016. pp. 127-131. http://www.ou.ac.lk/ours/wp content/uploads/2017/04/B301-E.pdf. [Google Scholar]
  23. Mehdenizhad, V. (2008). Evaluation of teacher education programs by students and graduates. PhD dissertation, University of Turku, Italy. [Google Scholar]
  24. McMorrow, M. (2007). Teacher education in the postmethod era. ELT Journal, 61(4), 375-377. doi:10.1093/elt/ccm057. [Google Scholar] [Crossref] 
  25. Rashidi, N., & Mohammadineku, H. (2015). A Comparison of Iranian EFL vs. non-EFL teachers’ “knowing” of learner autonomy. Iranian Journal of Applied Language Studies, 7(1), 129-150. [Google Scholar]
  26. Richards, J. C. 1990. The language teaching matrix. Cambridge: Cambridge University Press. [Google Scholar]
  27. Roberts, J. (1998). Language teacher education. London: Arnold. [Google Scholar]
  28. Sadler, R., & Dooly, M. (2016). Twelve years of telecollaboration: What we have learnt. ELT Journal, 70(4), 401-413. doi:10.1093 [Google Scholar] [Crossref] 
  29. Talebinezhad, M. R., & Shahidi Pour, V. (2015). A critical look at CLIL on the basis of KARDS model. International Journal of Language Learning and Applied Linguistics World, 9(2), 254-271. [Google Scholar]
  30. Tharp, R., & Gallimore, R. (1988). Rousing young minds to life: Teaching, learning, and schooling in social context. New York: CUP. [Google Scholar]
  31. Widdowson, H. G. (1997). Approaches to second language teacher education. In G.  R. Tucker & D. Corson (eds.), Encyclopedia of language and education, Volume 4. Second language education (pp. 121-129). Dordrecht, Netherlands: Kluwer. [Google Scholar]
Download
Metric
History
Related

Volume 11 Issue 3

September 2020

All Articles

International Journal of Research in Teacher Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.