The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation
Teachers' cognitive abilities and affective-motivational characteristics were found to be predictive of their instructional activities in earlier studies. However, limited studies have investigated how these abilities and characteristics interact to determine different approaches to using instr...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844025004451 |
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| author | Nurul Fitriyah Almunawaroh János Steklács |
| author_facet | Nurul Fitriyah Almunawaroh János Steklács |
| author_sort | Nurul Fitriyah Almunawaroh |
| collection | DOAJ |
| description | Teachers' cognitive abilities and affective-motivational characteristics were found to be predictive of their instructional activities in earlier studies. However, limited studies have investigated how these abilities and characteristics interact to determine different approaches to using instructional materials. This study examined how pedagogical content knowledge (PCK) and two types of teachers' pedagogical beliefs (PB) – teacher-centered and learner-centered – interact with one another to determine teachers’ approach orientation to using instructional materials (constructivist approach and transmissive approach). Secondary school English as a foreign language (EFL) teachers participated in the survey. The results revealed the salience of teachers' PCK and PB in determining their approach to instructional material use. The findings suggest an approach for researching and supporting teachers' orientation toward instructional material use. |
| format | Article |
| id | doaj-art-07b543258f4c4414b431c6bf78308c80 |
| institution | Kabale University |
| issn | 2405-8440 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj-art-07b543258f4c4414b431c6bf78308c802025-02-02T05:28:54ZengElsevierHeliyon2405-84402025-01-01112e42065The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientationNurul Fitriyah Almunawaroh0János Steklács1Doctoral School of Education, University of Szeged, Hungary; MTA-PTE, Reading Fluency and Comprehension Research Group, Hungary; Corresponding author. Doctoral School of Education, University of Szeged, Hungary.Doctoral School of Education, University of Pécs, Hungary; MTA-PTE, Reading Fluency and Comprehension Research Group, HungaryTeachers' cognitive abilities and affective-motivational characteristics were found to be predictive of their instructional activities in earlier studies. However, limited studies have investigated how these abilities and characteristics interact to determine different approaches to using instructional materials. This study examined how pedagogical content knowledge (PCK) and two types of teachers' pedagogical beliefs (PB) – teacher-centered and learner-centered – interact with one another to determine teachers’ approach orientation to using instructional materials (constructivist approach and transmissive approach). Secondary school English as a foreign language (EFL) teachers participated in the survey. The results revealed the salience of teachers' PCK and PB in determining their approach to instructional material use. The findings suggest an approach for researching and supporting teachers' orientation toward instructional material use.http://www.sciencedirect.com/science/article/pii/S2405844025004451Instructional material use approachInstructional activitiesPedagogical beliefsPedagogical content knowledge |
| spellingShingle | Nurul Fitriyah Almunawaroh János Steklács The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation Heliyon Instructional material use approach Instructional activities Pedagogical beliefs Pedagogical content knowledge |
| title | The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation |
| title_full | The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation |
| title_fullStr | The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation |
| title_full_unstemmed | The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation |
| title_short | The interplay of secondary EFL teachers’ pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation |
| title_sort | interplay of secondary efl teachers pedagogical beliefs and pedagogical content knowledge with their instructional material use approach orientation |
| topic | Instructional material use approach Instructional activities Pedagogical beliefs Pedagogical content knowledge |
| url | http://www.sciencedirect.com/science/article/pii/S2405844025004451 |
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