Reflective Windows on EFL Teachers’ Patterns of Being Pedagogically Concerned across Different Teacher Variables

摘要

The present study investigated Iranian teachers’ mental lives (i.e. belief systems) and self ratings of their perceived pedagogical concerns in an attempt to identify their instructional concern patterns across such teacher variables as gender orientations, academic degrees, and age. A questionnaire was distributed among 144 English teachers through snowball sampling procedure for a semi structured interview devised by Borg (1998). The questionnaire is based upon both Borg's (1998) semi-structured interview and Williams and Burden's (2000) Psychology for Language Teachers administered to the interviewees via emailing system to capture their self-ratings of their main areas of concern during instructional time. To analyze the collected data a set of independent samplest-tests and ANOVAs were used. The results revealed that the participants exhibited no statistically differing patterns of being concerned about their multifaceted world of English teaching as far as teacher variables were concerned.