Content knowledge

Considering the EFL context, many teachers experience difficulty in incorporating what is learned in their pedagogical practices. This study attempted to discover the perception of in-service EFL teachers with various age groups, teaching experiences, and genders on the efficiency of the program in developing teachers’ content, pedagogical content, and pedagogical knowledge. The participants were selected from two groups of teachers who passed specific courses at Farhangian University and those who graduated from other universities which offered BA programs in TEFL. To this end, a questionnaire was constructed based on an extensive examination of the stated objectives of the current curriculum and was pilot-tested with 40 EFL teachers in both groups. As many as 160 high school teachers in Farhangian groups and 135 teachers in Non-Farhangian completed the revised questionnaire. A semi-structured interview consisting of ten open-ended questions was conducted with 20 of the participants in Farhangian and 20 teachers in Non-Farhangian groups. Based on MANOVA analysis, the effect of gender in Farhangian groups was statistically significant. The result of MANCOVA specified that there was no statistically significant mean difference between the two groups regarding the efficacy of the program in content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK).