| تعداد نشریات | 24 |
| تعداد شمارهها | 851 |
| تعداد مقالات | 7,575 |
| تعداد مشاهده مقاله | 13,413,729 |
| تعداد دریافت فایل اصل مقاله | 11,580,446 |
Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 5، دوره 37، شماره 3، دی 2018، صفحه 169-210 اصل مقاله (1.08 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2019.32064.2629 | ||
| نویسندگان | ||
| Hassan Soodmand Afshar* 1؛ Shabnam Ghasemi2 | ||
| 1Bu-Ali Sina University, Hamedan | ||
| 2department of english language, bu-ali sina university, hamedan, iran | ||
| چکیده | ||
| The present study aimed at exploring Iranian EFL teachers’ perception of professional development. To this end, 200 EFL teachers teaching at private language institutes in Iran were selected as the participants of the study. First, a semi-structured interview was conducted with 50 participants of the study based on which Professional Development Perception Questionnaire was developed and pilot-tested (i.e. subjected to exploratory factor analysis) with 82 similar EFL teachers. The questionnaire was then expert viewed and administered to all the 200 participants of the study and was subjected to another factor analysis to ensure its validity and reliability more comprehensively. The findings yielded a valid model or inventory for assessing EFL teachers’ perceptions of professional development. The results also revealed that the participants perceived professional development enhanced their pedagogical knowledge, improved students’ learning outcomes, and helped them understand their own pedagogical weak points and strong points and those of their colleagues. Furthermore, the results of chi-square analyses indicated that high-experienced teachers had significantly more positive perceptions of professional development than their low-experienced counterparts. The results of the current study yielded a valid and reliable model for measuring English teachers’ perception of professional development which can be adopted safely by other similar studies. The findings might also contribute to policymakers and managers of language institutes to establish proper professional development activities for their teachers which might consequently lead to learners’ improvement in learning. | ||
| کلیدواژهها | ||
| Professional development؛ perception؛ low-experienced teachers؛ high-experienced teachers؛ model development and validation | ||
| مراجع | ||
|
Alibakhshi, G., & Dehvari, N. (2015). EFL teachers’ perceptions of continuing professional development: A case of Iranian high school teachers. PROFILE Issues in Teachers' Professional Development, 17 (2), 29-42.
Avidov-Ungar, O. (2016). A model of professional development: Teachers’ perceptions of their professional development. Teachers and Teaching, 22 (6), 653-669.
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35 (5), 463–482.
Billingsley, B.S., (2004). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 37 (5), 370-376.
Birman, B., Desimone, L., Porter, A., & Garet, M. (2000). Designing professional development that works. Educational Leadership, 57 (8), 28–33.
Borg, S., Clifford, I., & Htut, K. P. (2018). Having an effect: Professional development for teacher educators in Myanmar. Teaching and Teacher Education, 72 (1), 75-86.
Brody, D. L., & Hadar, L. L. (2015). Personal professional trajectories of novice and experienced teacher educators in a professional development community. Teacher Development, 19 (2), 246-266.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18 (8), 947-967.
Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2005). The impact of collaborative CPD on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? London:EPPI-Centre, Social Science Research Unit, Institute of Education, University ofLondon.
Crow, M. L., Milton, O., Moomaw, W. E., & O’Connell, W. R. (1976). Faculty development centers in southern universities. Atlanta, GA. Southern Regional Education Board (ERIC Document Reproduction Service No. ED 129132).
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Day, C. (1997). In-service teacher education in Europe: conditions and themes for development in the 21st century. Journal of In-service Education, 23 (1), 39-54.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.
Dayoub, R. & Bashiruddin, A. (2012). Exploring English-language teachers’ professional development in developing countries: cases from Syria and Pakistan. Professional Development in Education, 38 (4), 589-611.
Desimone, L. M., (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3), 181-199.
Hartono, R. (2016). Indonesian EFL teachers' perceptions and experiences of professional development. Unpublished master’s thesis, University of Pennsylvania, India.
Huberman, M., & Guskey, T. (1995). Professional development in education: New paradigms and practices. New York: Teachers College Press.
Kelchtermans, G. (2004). CPD for professional renewal: Moving beyond knowledge for practice. International handbook on the continuing professional development of teachers, 217-237.
Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: aspirations, opportunities and barriers. European Journal of Teacher Education, 34 (1), 25-41.
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19 (2), 149-170.
Mahmoudi, F., & Özkan, Y. (2015). Exploring experienced and novice teachers’ perceptions about professional development activities. Procedia-Social and Behavioral Sciences, 199, 57-64.
Meng, J., & Tajaroensuk, S. (2013). An investigation of tertiary EFL teachers' problems in their in-service professional development. Journal of Language Teaching and Research, 4 (6), 1356-1364.
Miller, L. (1999). Reframing teacher burnout in the context of school reform and teacher development in the United States. In R. Vandenberghe & A. M. Huberman (Eds.) Understanding and preventing teacher burnout: Asourcebook of international research and practice (pp. 139−156). Cambridge: Cambridge Univ. Press.
Nasser, I., Kidd, J. K., Burns, M. S., & Campbell, T. (2015). Head Start classroom teachers’ and assistant teachers’ perceptions of professional development using a LEARN framework. Professional Development in Education, 41 (2), 344-365.
Opfer, V. D., & Pedder, D. (2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21 (4), 413-431.
Ozer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30 (1), 89-100.
Perez, A. M., McShannon, J., & Hynes, P. (2012). Community college faculty development program and student achievement. Community College Journal of Research and Practice, 36 (5), 379-385.
Powel, E., Terrel, I., Furey, S., & Scott-Evans, A. (2003). Teachers' perceptions of the impact of CPD: An institutional case study. Journal of In-service Education, 29 (3), 389-404.
Powell, C.J., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19-30.
Ravhuhali, F., Kutame, A. P., & Mutshaeni, H. N. (2015). Teachers’ perceptions of the impact of continuing professional development on promoting quality teaching and learning. International Journal of Educational Sciences, 10 (1), 1-7.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. New York: Cambridge University Press.
Rutz, C., Condon, W., Iverson, E. R., Manduca, C. A., & Willett, G. (2012). Faculty professional development and student learning. Change, 40-48.
Singer, J., Lotter, C., Feller, R., & Gates, H. (2011). Exploring a model of situated professional development: Impact on classroom practice. Journal of Science Teacher Education, 22 (3), 203-227.
Sivan, A., & Chan, D. W. (2003). Supervised Teaching Practice as a Partnership Process: Novice and experienced student-teachers' perceptions. Mentoring and Tutoring, 11 (2), 183-193.
Shumack, K. A. (2007). Professional development in business education: Status, needs, motivators, and impact on instruction. Mississippi State University.
Smylie, M. A., & Conyers, J. G. (1991). Changing conceptions of teaching influence the future of staff development. Journal of Staff Development, 12 (1), 12-16.
Soodmand Afshar, H., & Doosti, M. (2016). An investigation into factors contributing to Iranian secondary school English teachers’ job satisfaction and dissatisfaction. Research Papers in Education, 31 (3), 274-298.
Soodmand Afshar, H., Fazelimanie, A., & Doosti, M. (2017). Developing an inventory to investigate current professional development needs of Iranian EFL teachers. Teaching English Language, 11 (2), 161-194.
Sorcinelli, M.D., Austin, A. E., Eddy, P., & Beach, A. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker Press.
Stronge, J. H., Ward, T. J., Tucker, P. D., Hindman, J. L., McColsky, W., & Howard, B. (2007). National Board certified teachers and non-National Board certified teachers: Is there a difference in teacher effectiveness and student achievement? Journal of Personnel Evaluation in Education, 20 (3-4), 185-210. | ||
|
آمار تعداد مشاهده مقاله: 1,126 تعداد دریافت فایل اصل مقاله: 1,607 |
||