Curricular Knowledge Base of Nonnative English Language Teachers

• Published in: Teaching English language (Online) Vol. 13; no. 1; pp. 119 - 146
• Main Authors: Rafat Bagherzadeh, Zia Tajeddin, Gholam-Reza Abbasian
• Format: Journal Article
• Language: English
• Published: Teaching English Language and Literature Society of Iran (TELLSI) 01-07-2019
• Subjects: curricular knowledge base; english language teachers; knowledge base
• ISSN: 2538-5488; 2538-547X
• DOI: 10.22132/tel.[phone]

Curricular knowledge, as one of the key components of teacher knowledge base, has received scant attention in second language teacher education. To address this gap, this study was conducted to explore the curricular knowledge base of Iranian English language teachers. Data were collected using a questionnaire developed based on the components of curricular knowledge cited in Roberts' (1998) model. The results indicated that the teachers possessed an appropriate knowledge of a few components of curricular knowledge.  For example, they were aware of materials suitability and the structures of the lessons, could judge the content of the materials and translate the instructions in teachers’ manuals into practical activities, and were able to teach English as a Foreign Language textbooks. However, they showed a less developed knowledge base on half of the components of the curricular knowledge which comprised, inter alia, their cognizance of the content of the exams, cultural aspects of the textbooks, and learner-cantered activities. These findings imply that measures should be taken to help teachers fill the existing gaps in their curricular knowledge through teacher education courses.