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It identifies pedagogical knowledge categories inferred from teachers’ reports, calculates their frequency, and compares differences between novice and experienced teachers. The study uses the Stimulated Recall Technique and combines quantitative and qualitative analyses, including recorded teaching sessions and follow-up interviews.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-pedagogical-practices-insights-from-novice-and-experienced-english-language-teachers/594161/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-pedagogical-practices-insights-from-novice-and-experienced-english-language-teachers/594161.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"To identify pedagogical knowledge categories inferred from EFL teachers’ verbal reports, determine their occurrence frequency, and compare novice and experienced teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study collect and analyze data?",{"text":117,"@type":113},"It uses the Stimulated Recall Technique, records teaching sessions, interviews teachers about their practices, transcribes the data, and analyzes it with Gatbonton’s (2008) framework.",{"name":119,"@type":110,"acceptedAnswer":120},"Which pedagogical knowledge categories dominate for novice vs. experienced teachers?",{"text":121,"@type":113},"For novice teachers, dominant categories include Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective. For experienced teachers, dominant categories include Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594161,1792166565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics (2024) [https://doi.org/10.29140/ajal.v7n1.1177](https://doi.org/10.29140/ajal.v7n1.1177)  \nEnhancing Pedagogical Practices: Insights from Novice and Experienced English Language Teachers  \nMOSTAFA MORADY MOGHADDAM  \n[mmoghaddam@shahroodut.ac.ir](mmoghaddam@shahroodut.ac.ir)  \nShahrood University of Technology, Shahrood, Iran  \nMOHAMMAD HOSSEIN TIRNAZ  \n[h_tirnaz@yahoo.com](h_tirnaz@yahoo.com)  \nShahid Chamran University ofAhvaz, Ahvaz, Iran  \nCopyright: © 2024  \nMostafa Morady Moghaddamand Mohammad Hossein Tirnaz  \nAbstract  \nThis study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers’ reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton’s (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% of their pedagogical thought units. This study contributes to the understanding of EFL teachers’pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design of effective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices.  \nKeywords: experienced teachers; novice teachers; pedagogical knowledge (PK); pedagogical thought units (PTUs); verbal reports  \nIntroduction  \nTeaching is widely recognized as a cognitive process in which teachers engage in various forms of thinking throughout their classroom activities (Mullock, 2006) . This cognitive aspect of teaching is believed to have a significant impact on teachers’performance, teaching approaches, and classroom practices (Gao & Cui, 2022; Zarrinabadi & Afsharmehr, 2022) . Supporting this notion, Borg (2003) argues that teachers are active decision-makers reliant on intricate networks of knowledge, thoughts, and beliefs that are practical, personalized, and sensitive to the context in which they teach.  \nResearch on teachers’ thinking processes has been a prominent area of study since the 1970s (Freeman, 2002) . This research has contributed to a substantial body of knowledge concerning the underlying processes of teachers’ performance, not only in mainstream education but also in language education (Karimi & Norouzi, 2019) . The investigation of teachers’ thinking processes gained significant momentum with the introduction of the concept of pedagogical content knowledge by Shulman (1987) . Pedagogical content knowledge combines both content knowledge and pedagogical knowledge (PK), providing a framework for understanding the unique knowledge and skills required for effective teaching.  \nIn the late 1990s and early 2000s, researchers began to recognize and acknowledge the existence of a specific form of knowledge that influences the classroom performance of second language (L2) teachers (Karimi & No","cbCainKDqMr4F9N1","https://ap.wps.com/l/cbCainKDqMr4F9N1","pdf",310113,24,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To identify pedagogical knowledge categories inferred from EFL teachers’ verbal reports, determine their occurrence frequency, and compare novice and experienced teachers.\"},{\"question\":\"How does the study collect and analyze data?\",\"answer\":\"It uses the Stimulated Recall Technique, records teaching sessions, interviews teachers about their practices, transcribes the data, and analyzes it with Gatbonton’s (2008) framework.\"},{\"question\":\"Which pedagogical knowledge categories dominate for novice vs. experienced teachers?\",\"answer\":\"For novice teachers, dominant categories include Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective. For experienced teachers, dominant categories include Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior.\"}]","Enhancing Pedagogical Practices - Insights from Novice and Experienced English Language Teachers | PDF",1792078637]