Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Skill: A Post-method Perspectivization

Document Type : Research Paper


Department of English, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran


Teacher education philosophy plays an important role in enhancing the teachers’ awareness of the practices particularly in the context of English as a Foreign Language (EFL). This study meant to observe the possible effect of the awareness of teacher education philosophy on EFL teachers’ professional skill in the light of Kumaravadivelu’s postmethod parameters, tapping teachers’ gender, academic qualification, teaching experience, and age. Through a mixed-method approach employing the posttest-only equivalent-groups design, 60 EFL teachers from four language institutes in Isfahan, Iran, were randomly appointed to experimental and control groups. The philosophy of adult education inventory for treatment of experimental group and a book for placebo of control group were used. A questionnaire, an interview, and classroom observation checklist were tools for data collection. T-test, ANOVA, and Mann-Whitney tests exposed a significant difference between EFL teachers’ awareness of teacher education philosophy and their professional skill. Female teachers, bachelor holders, the most experienced teachers, and teachers in the third age range showed better perception of the teacher education philosophy. The implications derive education policy-makers to demarcate quality resources, teacher educators to modify training approaches, and EFL teachers to develop their professional related presentations.


Volume 8, Issue 29 - Serial Number 29
September 2020
Pages 91-105
  • Receive Date: 08 April 2019
  • Revise Date: 22 June 2019
  • Accept Date: 18 August 2019
  • First Publish Date: 01 September 2020