Pedagogical Reasoning for Online Decisions: Case of Novice EFL High School Teachers

Document Type : Original Article

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Department of English Language Teaching, Farhangian University, PO Box :14665-889.Tehran, Iran

Abstract

Background and Objectives: Decision-making is a vital competency of teachers that develops gradually through practical professional experience. Teachers are operational decision-makers who make interactive decisions in their local contexts. Methods:The present qualitative multiple case study aimed at exploring novice Iranian EFL teachers' abilities in professional decision-making and pedagogical reasoning. The data from the two sources of scenarios and audio journals unveiled the five participants' decisions and reasonings in the classroom environment domain during the interactive teaching phase. Findings:The explored decisions included the cases' management skills, ranging from managing learner behavior to managing instruction, physical space, time, and technology. The uncovered reasonings ranged from 'class population' to teacher flexibility and care for learner achievement, assessment, participation, materials management, and seating arrangement. Novice teachers' decisions and reasonings demonstrate their expertise in certain teaching areas. Conclusion: Results of this study suggest that the perception of interactive decisions and reasonings of novice teachers is beneficial to teacher educators in planning their practicum courses and focusing on student-teachers' most needed skills and competencies. Moreover, researchers and curriculum developers could draw on the findings in designing suitable syllabi and curricula to educate more proficient teachers.

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