عنوان مقاله:

نویسندگان:

Sharifi Feriz Zahra

Professional development for teachers is essential nowadays. Teachers‟ teaching quality should increases and fulfills their expectations. Teachers‟ preparation courses should shift from training to development. It is necessary to take teachers‟ perception and voices into account to provide effective teacher education and professional development. The findings of this study revealed that teachers needed to be heard and more importantly, considering their voices. The aim of this study is to investigate the EFL teachers‟ expectations, voices and their ideas on their dynamic process of teaching. To this end, some discrepancies may have an influence on EFL teachers‟ beliefs and their practices in teaching which needed to be discovered. Using a semi-structured in-depth interview, the research explored tension faced by EFL teachers while exercising their autonomy. The participants of this study were EFL teachers from Mashhad, Iran. They were interviewed about their jobs, uncovering the job stressors that they faced, the job satisfaction that they found, and the reasons they continued in their jobs. This paper has significant contributions to stakeholders involved in the professional development and teacher education. the present study gives a comprehensive view of teachers‟ needs in Iranian context. Teachers should be involved in teachers‟ professional development processing curriculum development. Teachers needed to be informed about the underlying aspect of the program in advance. The lack of autonomy and agency feel in classrooms and it seems that teachers are tools in hands of some old methods, policy makers and curriculum developers.

Teachers‟ Classroom Voice, autonomy, teachers‟ beliefs, professional development

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Feriz Zahra، Sharifi، 1398، The Contribution of Teachers’ Classroom Voice and their autonomy in Iranian Context، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505767