چکیده

Teachers and course books are two key elements of any education curriculum. They interact closely based on teacher beliefs, school setting, and instructional objectives. Moreover, course books can serve as dynamic sources of learning for both learners and teachers. The present study is the outcome of a three-year attempt to investigate the dynamic role and the evolutionary effects of newly written ELT course books on the knowledge base and practices of existing language teachers using Richards 1998 framework. To delve deeply into the issue, 25 educators and in-service teacher trainers were interviewed face-to-face and via phone. For triangulation purposes, additional ethnographic data including classroom observations, informal conversations with in-service teacher trainers, live focus discussion groups, teachers’ discussions during in-service courses were also included. Correspondingly, the data extracted from large virtual teaching discussion groups on WhatsApp and Telegram messengers along with lesson plans were taken into consideration. Data were analyzed using critical discourse method. Since new ELT course books have a very dominant role in the reformed ELT school curriculum in Iran, the results indicated that the textbooks positively affect ELT teachers knowledge base categories and also motivate them to participate more frequently and actively in workshops, in-service courses, classroom observations, and dialogic discussions. Finally, implications will be highlighted to raise the awareness of policymakers, curriculum designers, evaluators, and teachers.

کليدواژه ها

Curriculum Reform, ELT Course Books, Teachers’ Knowledge Base, Teachers’ Practices,

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Mohammad Ghasemi Bagherabadi , 1398 , The implicit impact of innovative ELT course books on raising the awareness of teachers’ knowledge base and practices , اولين کنفرانس بين المللي مطالعات زبان انگليسي