چکیده

Training professionally developed language teachers has always been one of the main concerns of teacher training centers as well as language teacher programs. Teacher education is an on-going process which enhances and consolidates teachers’ pedagogic knowledge, expertise, skills and efficiency in both teaching and classroom management leading to smooth learning as well as student achievement. Given this, the present paper set out to investigate the current practices of teacher professional training programs in Isfahan, Iran. The design of the study is a non-experimental descriptive one. The data were collected through three sources: a survey (teachers’ professional development survey developed by Khani & AzimiAmoli (2018)) utilizing a five-point likert scale questionnaire consisting of three sub-parts: What L2 teachers need to know, How L2 teachers should teach and How L2 teachers learn to teach.; a subsequent interview with ten English teachers; and observation of teacher training scheme in Isfahan. The majority of the respondents including the teacher participants (both those who filled out the survey and those who were interviewed) were of the opinion that the quality of these programs was almost unsatisfactory. The results of the researcher’s observation also showed that the content of teacher professional training programs in Isfahan was not quite consistent with the principles of the survey. There are pedagogical implications for language teachers, teacher training program designers, and policy makers in the ministry of education and any other teaching contexts which share the same concerns.

کليدواژه ها

Interview, Iranian English Teachers, Observation, Survey, Teacher Professional Development

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در صورتی که می خواهید در اثر پژوهشی خود به این مقاله ارجاع دهید، به سادگی می توانید از عبارت زیر در بخش منابع و مراجع استفاده نمایید:
Farinaz Rahnamaei , 1398 , Investigation of Teacher Professional Programs for Iranian EFL Teachers , اولين کنفرانس بين المللي مطالعات زبان انگليسي