摘要：Quality teaching and prosperous learning in English as a Foreign Language (EFL)
context depend on the professional knowledge and skills teachers absorb from
teacher education programmes. This study aimed to see whether there was any
relationship between the awareness of teacher education philosophy and EFL
teachers’ professional knowledge in the light of Kumaravadivelu’s postmethod
parameters, considering teachers’ gender, academic qualification, teaching
experience, and age. A mixed-method approach employing the posttest-only
equivalent-groups design was used. Then, 60 EFL teachers from four language
institutes in Isfahan, Iran, were randomly appointed to experimental and control
groups. The philosophy of adult education inventory was used for treatment, a
book for placebo, a questionnaire, and an observation checklist were tools for data
collection. Data analysis via T-test, ANOVA, and Mann-Whitney tests revealed a
positive relationship between EFL teachers’ awareness of teacher education
philosophy and their professional knowledge. Besides, female teachers, bachelor
holders, more experienced teachers, and teachers in the 36-45 age range showed
better perception of the teacher education philosophy. The implications involve
education policy-makers in outlining suitable materials, teacher educators in
revisiting development strategies, and EFL teachers in enhancing their teaching
competence and performance.
