Kamalivahedazad, JaberRektörlük, Yabancı Diller Okulu2024-06-102024-06-102024Kamali, 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/10.1080/14681366.2024.23614551468-1366https://www.doi.org/10.1080/14681366.2024.2361455https://hdl.handle.net/20.500.12154/2894[ArticleInPress]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.eninfo:eu-repo/semantics/openAccessCase StudyCultureNarrative InquiryPersonal Practical KnowledgeArticle12110.1080/14681366.2024.2361455Q1WOS:0012353810000012-s2.0-85194863644Q1