Work

Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

Year: 2015

Type: article

Abstract: The purpose of this study was to find the relationships among teachers’ conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasibility and applied ELT are associated with the nature and amount of teacher feedback and care as perceived by the students. Moreover, the results revealed that teachers’ conceptions of intelligence significantly affect how they evaluate their students (p < .05). In the end, implications were provided in the context of teaching.

Source: The Australian journal of teacher education

DOI: 10.14221/ajte.2015v40n1.4

Authors: Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy

Institution: Ferdowsi University of Mashhad

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Ferdowsi University of Mashhad