Teachers’ Perceptions of the Present and Optimum Status of the In-Service EFL Teacher Preparation Programs

Birjandi, Parviz; Hesari, Ali Derakhshan

doi:10.5539/elt.v3n4p47

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Most of the previous studies on the efficacy of the teacher education courses in Iran, though instructive, have focused mainly on the reaction level of the model and have pried into teachers' perceptions and the degree of their satisfaction with the materials provided in the courses (e.g., Birjandi &Derakhshan Hesari, 2010;Eghtesadi & Hassanabadi, 2016;Hashemian & Azadi, 2014;Kazemi &Ashrafi, 2014). Although Khanjani, Vahdany, and Jafarigohar (2016) have utilized Kirkpatrick's model for evaluating pre-service teachers' pedagogical content knowledge, their study does not consider learners' improvement.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Mahmoodi¹,

Rashtchi²,

Abbasian³

2019

E&SD

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This study investigated the effect of in-service education and training (INSET) courses on grade 11 EFL teachers' knowledge base employing Kirkpatrick's four-level (reaction, learning, behavior, result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed a study at four stages. At the first stage, a standardized questionnaire, English language teachers' knowledge base (ELTKB), was administered to thirty 11 th grade teachers to examine their views regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were observed to explore to what extent the INSET courses had affected teachers' perceptions and actual job performance (learning). In the next step, 126 students filled in the students' questionnaire (SQ) regarding their perception of their teachers' teaching performance in the English classes before and after their attendance in INSET classes. At the final stage, the performance of the 126 students on a language proficiency test was measured to study to what extent their teachers' performance had affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations revealed the beneficial role of INSET classes in teachers' reaction, learning, and behavior. Moreover, the result of the program was positive since grade 11 students' language learning improved after their teachers' INSET class attendance. This program evaluation can be illuminating for stakeholders, policymakers, and curriculum designers.

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Section: Introductionmentioning

confidence: 99%

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Mahmoodi¹,

Rashtchi²,

Abbasian³

2019

E&SD

View full text Add to dashboard Cite

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“…Shirazi et al describe the dominant teacher training as episodic and fragmented with its focus mainly on generic issues. The results of a study conducted by Birjandi and DerakhshanHesari (2010) revealed that the inadequacy of training programs in Iran cannot cater to the teachers' needs and are far from satisfactory. Professional learning communities are not commonplace in Iran and this is evidenced by the scant literature in this regard.…”

Section: Teacher Development In Iranmentioning

confidence: 99%

A Look into a Professional Learning Community

Dehdary¹

2017

JLTR

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Abstract-Professional learning communities are not commonplace in Iran and this is evidenced by the scant literature in this regard. The present study is an attempt to fill the gap in the literature. This study was conducted in the hope of evaluating a professional learning community within an English language institute in Iran to detect the threats to its survival from the viewpoints of some of the teachers and members of the board of studies. The analysis of the data uncovered three major strengths the current PLC enjoys. These plus points are the dynamic work context, management policy, and a nexus of focus communities. There is, however, a consensus among participants that in recent years many teachers have detached themselves from different communities within the institute. The analysis of the data revealed sense of belonging, teacher's view of the profession, infrastructure and flawed dialogue as the major threats.

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“…Birjandi & Hesari (2010) claim it is "an amalgamation of principles, processes, skills strategies, behaviors, beliefs, perceptions, and attitudes all of which could have great impacts on teaching and learning" (p. 50). Students training to be teachers at colleges in the UAE are exposed to different pedagogical approaches embedded within a predominantly Western paradigm as evidenced in the New School Model.…”

Section: The Educational Reform Agenda: Impact On Teacher Training Anmentioning

confidence: 99%

Motivation and Challenges of Married Emirati Students in Teacher Education

Tennant¹,

Stringer²,

Saqr³

2013

Int. Rev. Cont. Lear. Res.

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Abstract:This article provides an insight into the issues married female Emirati students face in pursuit of a Bachelor of Education (B.Ed) teaching degree from the perspective of the United Arab Emirates (UAE) context. Their views reflect their experiences in a landscape of educational reform and social change. Using a survey instrument, the perceptions of 102 married female Emirati students were examined in relation to: motivational factors underpinning their decision to pursue their teaching degree; challenges encountered during the course of their study; support strategies used to mitigate and alleviate challenges encountered; and future possibilities for support. For the married female Emirati student participating in this study, a confluence of social factors account for their desire to pursue and attain their B. Ed teaching degree. These and aspects of challenges and support are traceable to spheres of influence encompassing self, family, college, society and culture. It is important that these insights are investigated and the data analyzed when constructing programs that have implications for teacher education in the context of the UAE.

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Teachers’ Perceptions of the Present and Optimum Status of the In-Service EFL Teacher Preparation Programs

Cited by 4 publications

References 18 publications

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model

A Look into a Professional Learning Community

Motivation and Challenges of Married Emirati Students in Teacher Education

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