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EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 42، شماره 1، فروردین 2023، صفحه 1-28 اصل مقاله (644.16 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2022.44999.3151 | ||
| نویسندگان | ||
| Sara Haghi1؛ Mohammad Aliakbari* 1؛ Ali Yasini2 | ||
| 1Department of English language and literature, faculty of humanities, Ilam University, Ilam, Iran | ||
| 2Department of Administrational Management, Faculty of literature and human sciences, Ilam University, Ilam, Iran | ||
| چکیده | ||
| Despite a strong background in education and human resources, teachers’ Individual Development Planning (IDP), as a reflective tool for further learning, has remained untouched in the domain of ELT. Therefore, the current study is an attempt to investigate EFL teachers’ IDP in light of the grounded theory approach in an Iranian context. To do so, a semi-structured interview was conducted with 17 expert participants selected through purposive sampling in the field of IDP from all over Iran. Interviews were transcribed and labeled as open, axial, and selective codes. The results led to 9 main categories of EFL teachers’ IDP: identifying EFL teachers’ current status, identifying EFL teachers’ duties, tasks, and educational needs, school and teachers’ mutual agreement, setting goals, providing resources, planning for an IDP, implementing an IDP, self-evaluation, and reformative acts. Data also unveiled the causal, contextual, and intervening conditions in the way of developing and implementing an IDP. The findings of the study can have theoretical and practical implications for EFL teachers, school principals, and educational policymakers. | ||
| کلیدواژهها | ||
| EFL Teachers؛ Individual Development Planning؛ Grounded Theory؛ Contextual Conditions؛ Intervening Conditions | ||
| مراجع | ||
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