Senior and Junior EFL Teachers’ Pedagogical Knowledge: Levels and Areas of Mastery and Non-mastery
Abstract
This study is intended to investigate the levels and areas of mastery and non-mastery of senior and junior EFL teachers’ pedagogical knowledge (PK) in the Indonesian context. Involving 60 participants consisting of 24 senior EFL teachers of junior high schools and 36 junior EFL teachers who joined PPG, this study made use of a set of a questionnaire comprising 25 items. The data were analyzed quantitatively by employing Descriptive Statistics and T-Test. The data analysis shows that there is no statistically significant difference/level between senior and junior EFL teachers’ pedagogical knowledge. Although their scores are not significantly different, senior EFL teachers know not better than those of junior EFL teachers. There are more aspects of PK they do not know. Senior EFL teachers are fully weak in dealing with the teaching profession, ELT theory, and research, while junior EFL teachers are fully weak in the teaching profession and ELT theory. Based on these findings, EFL teachers are suggested to join more workshops, training, and seminar to improve their pedagogical knowledge. Reading and writing activities are also useful to strengthen their knowledge and understanding of PK.
Keywords: senior and junior, EFL teachers, pedagogical knowledge
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