مسلم صادقی - استادیار مدعو

The aim of this study was to examine how Iranian EFL teachers could improve their expertise via employing procedural knowledge and move from the level of student-teachers to expert-teachers. The nature of the current study was qualitative, then case study was adopted as an in-depth type of design. Three Iranian EFL teachers who taught at different high schools and institutes were selected as participants of the study and the procedure for selecting the subjects was purposive sampling. On-line semi-structured interviews and written narratives were chosen as instruments of study due to the COVID-۱۹ restrictions and lock downs. Data were collected and analyzed through thematic analysis and the credibility and trustworthiness of data were met by data triangulation and coding agreement. Results of the research revealed that Iranian EFL teachers inclined to talk management and encouraged to adhere toward representation of their subjects, attending to affective attributes, monitoring learning and providing feedback. Findings also showed that they became less enthusiastic over topic management, automaticity, challenging tasks and deep understanding. The subject of expertise was not achieved by Iranian EFL teachers and they merely attained to the level of competent teachers. The results of the current study can be profitable for in-service and pre-service teachers, teacher trainers and evaluators to have a better judgment and make appropriate decisions about their teachers.

Competent, Expertise, Expert-teachers, Procedural knowledge, Student-teachers