A Case Study of an Iranian EFL Student Teacher’s Professional Preparation and Development from the Perspective of Social Constructivist Approach

Safari, Parvin; Pourhashemi, Mohammad Razagh

doi:10.1007/s40647-016-0137-8

Cited by 4 publications

(1 citation statement)

References 31 publications

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“…In the case of Iranian teachers of English, they can also operate as policy makers who apply their own visions, experiences, cognition, and knowledge (Safari & Pourhashemi, 2016) to appropriate the language program of the reform and to make sense of it in a way which dialectically reflects the interaction between their own perspectives, on one hand, and learner, as well as context, on the other hand. For instance, with regard to CLT as the mandatory method for the operationalization of language program in classrooms of public schools, suggested by language policy makers, teachers shared some thought-provoking ideas (see online supplement: Participants #34 & #8).…”

Section: Resultsmentioning

confidence: 99%

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Tohidian

Nodooshan

2020

Improving Schools

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Teachers and students are the main stakeholders of educational policies in the states; hence, the higher order policies, rules, and regulations must be in alignment with their rights, values, ideologies, needs, competencies, and peculiarities of each region and district. In such a case, the classroom practice will be improved and more promising outputs will be obtained. Iranian previous language programs failed to enhance students’ communicative competence and linguistic needs to survive at the international level; hence, an educational reform occurred to change the language curricula and English textbooks. A total of 86 Iranian English language teaching (ELT) teachers were selected through snowball sampling to find their role in the recent REFORM in Iranian ELT curricula and policies. Analysis of oral interviews and online focus groups data was conducted through Strauss and Corbin’s constant comparative method and illuminated the status quo of reform and policies, the marginalization of teachers as the sole implementers in language classrooms, and suggestions for teachers’ involvement in educational policies. These findings stress that a change within higher education policy makers’ attitude toward engagement of teachers within educational policy and decision-makings improves the classroom outputs.

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Section: Resultsmentioning

confidence: 99%

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Tohidian

Nodooshan

2020

Improving Schools

View full text Add to dashboard Cite

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Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

Safari,

Pourhashemi

2024

RMLE Online

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A critical reflection on (re)construction of my identity as an English language learner and English teacher

Safari

2017

Professional Development in Education

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A Case Study of an Iranian EFL Student Teacher’s Professional Preparation and Development from the Perspective of Social Constructivist Approach

Cited by 4 publications

References 31 publications

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers

Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

A critical reflection on (re)construction of my identity as an English language learner and English teacher

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