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Action Research a catalyst for Empowering EFL Teachers’ Pedagogical Content Knowledge: A Social Constructivism Paradigm | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 اسفند 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2026.54563.3457 | ||
| نویسندگان | ||
| Abolfazl Ghasemzadeh؛ Ehsan Rezvani* ؛ Fatemeh Karimi | ||
| Department of English, Isf. C., Islamic Azad University, Isfahan, Iran | ||
| چکیده | ||
| The present study aimed to explore the impact of socially constructed action research (AR) on the PCK of eight in-service Iranian EFL teachers, with a focus on the transformative power of reflective practice and collaborative learning. For this purpose, a sequential explanatory mixed-methods design was employed. Data were collected through pre- and post-intervention questionnaires, alongside semi-structured interviews and observational field notes offering a perspective of teacher experiences. The results indicated statistically significant improvements in teachers’ PCK. Qualitative insights revealed heightened instructional confidence, increased student-centered approaches, and enriched collaborative learning experiences. However, institutional barriers such as limited time and support hindered the full realization of AR’s potential of teachers. No significant gender-based differences in knowledge gains were observed. This study underscores AR’s transformative potential in fostering reflective teaching and enhancing PCK among Iranian EFL teachers. The study concludes with the need for institutional support, including professional learning communities, to sustain AR initiatives. | ||
| کلیدواژهها | ||
| teacher؛ knowledge؛ EFL | ||
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آمار تعداد مشاهده مقاله: 67 |
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