Bridging borders: English language teachers' pedagogical knowledge transfer to the home context in Afghanistan

By tracking four university English language teachers' learning trajectories from their host US teacher education programmes to their home classroom contexts, the current study examined how some teachers perceive their learning in the programmes and how they transfer learnt pedagogical knowledge to their local teaching contexts through the lens of learning transfer theory by Haskell (2001). Using a qualitative approach, the participants were interviewed about their perception, the ways they transfer their knowledge and the tensions they experienced during the process. Thematic analysis revealed that teachers maintained a positive perception of their teacher education programmes. The teacher participants also reported transfer of teaching methods, course material development, and assessment knowledge. However, they were challenged to transfer knowledge to their home context. The study ultimately provided valuable insights for teaching practices and future research in teacher education.