‘Cognitive aging’ in teachers: L2 teachers’ cognitive performance across various stages in their teaching career

Karimi, Mohammad Nabi; Norouzi, Monireh

doi:10.1080/17501229.2018.1466893

Cited by 10 publications

(31 citation statements)

References 41 publications

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“…Thus, the highly experienced group outperformed the other two groups in their reflectivity. These findings are in line with the body of knowledge on the better performance of experienced teachers as compared to novice teachers (e.g., Fallah & Nazari, 2019; Karimi & Norouzi, 2019;Tsui, 2003). It appears that as the teachers become more experienced, the more they think about different aspects of their teaching.…”

Section: Resultssupporting

confidence: 83%

“…Borg (2003) describes the effect of experience as: "teachers' experiences as learners can inform cognitions about teaching and learning which continue to exert an influence on teachers throughout their career" (p. 81). Many studies have described the differences between novice and experienced teachers (e.g., Fallah & Nazari, 2019; Gatbonton, 2008;Karimi & Norouzi, 2019). These studies mainly view experience as a mediating factor shaping the range of teachers' cognitions and practices.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Differences in Novice, Experienced, and Highly Experienced Teachers’ Reflectivity : A Mixed Methods Study

Torabzadeh¹,

Tavassoli²

2021

The Journal of AsiaTEFL

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Section: Resultssupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Exploring Differences in Novice, Experienced, and Highly Experienced Teachers’ Reflectivity : A Mixed Methods Study

Torabzadeh¹,

Tavassoli²

2021

The Journal of AsiaTEFL

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“…It has persistently been important for teacher educators to explore how novice and experienced teachers are different in various aspects including burnout, grit, turnover intentions, and occupational stress. Studies on teaching experience (e.g., Fallah & Nazari, 2019;Karimi & Norouzi, 2019;D. N. Harris & Sass, 2007) have mostly taken the form of novice-experienced comparisons.…”

Section: Teaching Experiencementioning

confidence: 99%

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Nazari

Oghyanous

2021

Cogent Education

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The present mixed methods study examined the relationships among Iranian English as a Foreign Language (EFL) teachers' turnover intentions, occupational stress, psychological well-being, and grit in light of their teaching experience. The participants of the study were a total of 325 EFL teachers (138 novice and 187 experienced). To collect the data, four instruments of occupational stress, turnover intentions, grit, and well-being were administered to the participants, followed by semi-structured interviews with 20 teachers. Data analyses indicated that the novice and experienced teachers' occupational stress/turnover intentions and grit/ psychological well-being were significantly correlated. The results also revealed that the strength of relationship between occupational stress/turnover intentions and grit/psychological well-being is significantly higher for novice teachers than the experienced teachers. The analysis of the interviews indicated that while occupational stress collectively influences the teachers' identity, emotions, and retaining in the profession, their well-being was largely defined in light of various institutional and socioeconomic factors. The results of the study are discussed and implications for teacher education are provided.

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Section: Literature Reviewmentioning

confidence: 99%

“…Motivated by this body of knowledge, research has explored novice and experienced teachers’ professionalism over the past decades ( Burkhauser and Lesaux, 2017 ; Fallah and Nazari, 2019 ; Karimi and Norouzi, 2019 ; Nazari and Alizadeh Oghyanous, 2021 ). For example, Karimi and Norouzi (2019) divided 20 teachers into five groups based on different levels of their teaching experience and explored their pedagogical thought units. The study’s results showed “significant differences across th‑e five groups both in the sums of frequencies of pedagogical thought units produced by the teachers and in a number of the dominant pedagogical thought categories” (p. 1).…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Iranian English language teachers’ wellbeing across their career stages

Ashegh Navaie,

Gholami,

Mohammadnia

2024

Front. Psychol.

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This study aims to investigate the wellbeing of Iranian English as Foreign Language (EFL) teachers across their career stages in terms of teaching experience. In this regard, the study categorized teachers into three groups based on their experience: novice, experienced, and highly experienced. Using a quantitative and cross-sectional survey design, this study employed a validated scale to measure psychological wellbeing, positive perception about self and life, goal setting and time management, and positive relationships among teachers. Using a convenience sampling procedure, 182 teachers participated in the study, representing varying age ranges, teaching experience, and employment status. The data was collected through an online survey within a month and underwent descriptive and inferential statistical analyses using SPSS software. The results revealed significant differences in the wellbeing of language teachers across experience groups. More specifically, novice teachers scored lower in various wellbeing dimensions than experienced and highly experienced teachers. These findings emphasize the importance of considering career stages when investigating teachers’ professional wellbeing. The findings also contribute to a deeper understanding of the relationship between teaching experience and wellbeing, with implications for supporting the EFL teachers’ wellbeing and informing educational policies and practices. The study results are discussed, and the related implications are provided for running professional development courses to enhance teachers’ wellbeing.

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‘Cognitive aging’ in teachers: L2 teachers’ cognitive performance across various stages in their teaching career

Cited by 10 publications

References 41 publications

Exploring Differences in Novice, Experienced, and Highly Experienced Teachers’ Reflectivity : A Mixed Methods Study

Exploring Differences in Novice, Experienced, and Highly Experienced Teachers’ Reflectivity : A Mixed Methods Study

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Investigating Iranian English language teachers’ wellbeing across their career stages

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