A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: A cultural-ecological perspective
| dc.authorid | 0000-0003-4018-7597 | |
| dc.contributor.author | Kamalivahedazad, Jaber | |
| dc.contributor.other | Rektörlük, Yabancı Diller Okulu | |
| dc.date.accessioned | 2024-06-10T16:52:37Z | |
| dc.date.available | 2024-06-10T16:52:37Z | |
| dc.date.issued | 2024 | |
| dc.department | İHÜ, Rektörlük, Yabancı Diller Okulu | |
| dc.description | [ArticleInPress] | |
| dc.description.abstract | The current case study probes two international language teachers’ perspectives on the role culture plays in their perception of an effective language pedagogy through their personal practical knowledge narratives from a cultural ecological standpoint. To do this, two language teachers from two different cultural backgrounds (Iran and Japan) were asked to write a narrative about an effective class they had taught and how culture had influenced it. These narratives were read carefully and became the basis of three 60-minute semi-structured narrative interviews. Both narratives and interview data were analysed using a thematic analysis based in a cultural ecological perspective. The study contributes to the literature on culturally informed education by recognising culture as a distinctive factor affecting learning in different layers of the cultural ecology and can inform a culture-specific, nativized teacher education programme. | |
| dc.identifier.citation | Kamali, J. (2024). A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: A cultural-ecological perspective. Pedagogy, Culture and Society, 1-21. https://www.doi.org/10.1080/14681366.2024.2361455 | |
| dc.identifier.doi | 10.1080/14681366.2024.2361455 | |
| dc.identifier.endpage | 21 | |
| dc.identifier.issn | 1468-1366 | |
| dc.identifier.scopus | 2-s2.0-85194863644 | |
| dc.identifier.scopusquality | Q1 | |
| dc.identifier.startpage | 1 | |
| dc.identifier.uri | https://www.doi.org/10.1080/14681366.2024.2361455 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12154/2894 | |
| dc.identifier.wos | WOS:001235381000001 | |
| dc.identifier.wosquality | Q1 | |
| dc.indekslendigikaynak | Scopus | |
| dc.indekslendigikaynak | Web of Science | |
| dc.institutionauthor | Kamali, Jaber | |
| dc.institutionauthorid | 0000-0003-4018-7597 | |
| dc.language.iso | en | |
| dc.publisher | Routledge | |
| dc.relation.ispartof | Pedagogy, Culture and Society | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | Case Study | |
| dc.subject | Culture | |
| dc.subject | Narrative Inquiry | |
| dc.subject | Personal Practical Knowledge | |
| dc.title | A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: A cultural-ecological perspective | |
| dc.type | Article | |
| dspace.entity.type | Publication | |
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