EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement

Baniasad-Azad, Somayeh; Tavakoli, Mansour; Ketabi, Saeed

doi:10.29252/ijal.19.2.61

Cited by 15 publications

(8 citation statements)

References 11 publications

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“…Thus, L2 teacher students find little chance to implement and test their gained knowledge in their actual teaching experiences and examine whether or not they can successfully practice what they have personally theorized. This argument is in congruence with previous research studies, which similarly pinpointed the inadequacies of EFL teacher education programs in Iran (e.g., Baniasad-Azad et al, 2016;Davari & Aghagolzadeh, 2015;Khanjani et al, 2016).…”

Section: Discussionsupporting

confidence: 91%

“…More particularly, in the majority of the cases, the participants emphasized the usefulness of such trainings for improving their pedagogical practices, such as how to implement justice in teaching, create better classes, treat students equally, encourage students' learning, behave in a better way in class, treat students fairly, efficiently communicate with students, consider the students' perspectives, create better teacher-student relationships, increase their trustworthiness, efficiently plan courses, have teaching creativity, and reflect on their teaching. The teachers' emphasis on boosting their pedagogical practices can be justified by pinpointing the theory-based nature of L2 education programs in Iran, where the gap between theory and practice is vividly evident (Baniasad-Azad et al, 2016;Davari & Aghagolzadeh, 2015;Derakhshan et al, 2020;Khanjani et al, 2016). Thus, the teachers working in Iran's language education system might feel this need to promote their actual instructional performance substantially more than their pedagogical knowledge and skills.…”

Section: Discussionmentioning

confidence: 99%

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Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Estaji

Zhaleh

2022

TEFLIN

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This study explores language teachers’ perceptions about receiving training on the main aspects of classroom justice. A group of 77 Iranian English as a foreign language (EFL) teachers, chosen through maximum variation sampling, completed a demographic informational scale and an open-ended classroom justice questionnaire. The data were analyzed through MAXQDA software, taking an interactive (i.e., both deductive and inductive) approach to content analysis. The research results reveal that the teachers mainly (1) had no prior experience of receiving classroom justice training; (2) approved the essentiality of EFL teachers’ being trained for the rudimental elements of classroom justice; (3) expected to learn more about the different dimensions, principles, and domains of classroom justice in teacher justice training courses; and (4) had positive attitudes toward the usefulness of classroom justice training for enhancing teachers’ pedagogical knowledge, skills, and practices. These results can encourage L2 policymakers and teacher educators to inculcate training courses on theory and practice of classroom justice into L2 teacher education programs with the prospect of empowering teachers to implement justice in their classroom behaviors and ultimately, increase their professional effectiveness.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Estaji

Zhaleh

2022

TEFLIN

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“…As the researchers further maintain, "Asian students are so culturally different that they are less likely to actively engage in high levels of thinking". It seems that such an attitude towards Asian countries context is rooted in the fact that in the Asian context education is mainly centralized (Baniasad-Azad et al, 2016) and the tendency towards social conformity has placed no or little room for higher-order thinking (Janebi Enayat et al, 2015). In such a context, many teachers assume that "grammar and vocabulary training would be enough for writing instruction and thus the prominent role of processes in writing has been overlooked in EFL courses" (Avarzamani & Farahian, 2019).…”

Section: Critical Reflectionmentioning

confidence: 99%

Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

Salahi

Farahian

2021

Asian. J. Second. Foreign. Lang. Educ.

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The purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.

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“…Lack of a formal assessment training component is evident in the Iranian EFL assessment context (Alkharusi et al, 2012;Ghanbari & Barati, 2020;Jannati, 2015;Volante & Fazio, 2007). For instance, Iranian teachers believe that in-service programs help them little and pointed out to the poor quality of the training system (Atai & Mazlum, 2013;Baniasad-Azad et al, 2016;Nezakat-Alhossaini and Ketabi, 2013). Moreover, the teachers were dissatisfied with the current status of pre-service EFL teacher training programs (Mirhassani and Beh-Afarin, 2004;Razavipour et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

2022

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Despite a surge of interest in language teacher assessment literacy, teachers’ writing assessment literacy (WAL) has received little attention. When considering the issue in the particular Iranian EFL context, it becomes more significant since exploring the context shows the lack of a countrywide and systematic study on EFL teachers’ WAL. Considering this gap, the present study sets out to investigate the Iranian EFL writing teachers’ knowledge, beliefs, and practices regarding writing assessment. To achieve this goal, an adapted version of Crusan’s et al (Assessing Writing 28:43-56, 2016) WAL questionnaire was sent out to writing teachers in ten major state universities in the country. Overall, the researchers received back 118 questionnaires. The analysis of the results illustrated that although writing instructors had a positive attitude toward writing assessment and were aware of some basic concepts of writing assessment, their level of assessment literacy was not reflected in their practice, particularly when it came to the use of assessment rubrics. The results further showed that the teachers need to develop sound and clear conceptual understanding of WAL as well as the ability to use the knowledge in practice in the actual context of their practice. Generally, it can be argued that in the absence of systematic pre-service and in-service writing assessment training programs, Iranian EFL writing teachers relied on their individual expertise developed throughout their years of practice. The study also provides several pedagogical implications for training writing teachers and improving EFL writing assessment in the long run.

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EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement

Cited by 15 publications

References 11 publications

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

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