As our post-secondary landscape evolves to address the needs of the next generation of learners and future educators, it is important to explore the potential conflict between the teaching methods employed by teacher educators and what we ask our pre-service teachers to enact. Amid the challenges facing many teacher preparation programs (including…

This study aimed to investigate the areas that constituted the professional practical knowledge of experienced English as a Foreign Language teachers in Egypt and how their knowledge informed their classroom practice. Quantitative and qualitative data were collected from 236 preparatory and secondary school teachers in 38 schools through…

Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers' self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in…

There is an ongoing debate in the area of teaching English to speakers of other languages (TESOL) about what should constitute the knowledge base of language teachers. This article offers an analysis of the major opposing views in the debate and suggests an alternative critical approach to language teacher knowledge. While recognising various…