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Dynamics of EFL Teacher Education in Iran: A Qualitative Enquiry

محل انتشار: دوفصلنامه آموزش زبان انگلیسی، دوره: 10، شماره: 1
سال انتشار: 1395
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 190

فایل این مقاله در 23 صفحه با فرمت PDF قابل دریافت می باشد

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لینک ثابت به این مقاله:
https://civilica.com/doc/1185621

شناسه ملی سند علمی:

JR_TELJ-10-1_005

تاریخ نمایه سازی: 6 اردیبهشت 1400

چکیده مقاله:

Following the shift of focus in English language teaching (ELT) from method-oriented approaches toward postmethod orientation, some teacher education programs have devoted significant attention to sociopolitical and critical approaches. However, some scholars believe that in many educational programs, critical and sociopolitical aspects are still ignored. In order to explore how accurately this perspective reflects the approach that dominates ELT teacher education in Iran, teacher education courses in three EFL centers were observed through a semistructured checklist three times, that is, early, halfway through, and late in the course. Also, three teacher educators were interviewed about the courses they would hold. Thematic analysis of the interview transcripts and the observation data showed that major characteristics of these courses are detailed implementation of preplanned courses, lack of teacher learners' reflection and collaboration, lack of attention to teacher learners' critical consciousness and transformative potentials, as well as dominance of a summative approach to assessment. These findings suggest a substantial discrepancy between what postmethod promotes and how ELT is currently practiced in Iran.

کلیدواژه ها:

English language teaching ، postmethod ، sociopolitical approach

نویسندگان

Parisa Naseri Karimvand

Payame Noor University of Tehran, Iran

Gholam Hesamy

Payame Noor University of Tehran, Iran

Fatemeh Hemmati

Payame Noor University of Tehran, Iran

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