The Challenges Faced by English Teachers in Iranian Schools and Their Training

محورهای موضوعی : نشریه زبان و ترجمه

Farhad Kariminasab ¹ , Shaban Najafi Karimi ² , Amir Marzban ³

1 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
3 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran

تاریخ دریافت : 1401/08/17 تاریخ پذیرش : 1401/09/20 تاریخ انتشار : 1402/01/12

کلید واژه: challenges, English Teachers, Trainings,

چکیده مقاله :

The major objectives of this research were to develop an understanding of the challenges faced by English teachers in Iranian schools and their training. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces of Iran. Self-reporting questionnaires were conducted as a survey method. The results of this study indicate that the biggest challenges faced by English teachers seems to be teaching mixed level classes, managing behavior discipline, choosing appropriate activities and materials, and relating to students. Around one-thirds of teachers had no pre-service training in teaching English prior to teach students; the problem is compounded by lack of support and in-service training, three-fourths of teachers didn’t have any in-service training. Approximately half of those surveyed did not have probationary periods; in addition, four-fifth of them had no support during their first of teaching. Overall, Many teachers felt not well prepared for teaching English. Overall, the evidences from this study recommend that current teachers’ training programs should be modified and outlines some recommendation to overcome these challenges.

چکیده انگلیسی:

این پژوهش به بررسی چالش‌های پیش روی معلمان زبان انگلیسی در مدارس ایران و آموزش آنها می پردازد. تحقیق بر‌‌‌‌ر‌وی نمونه‌ای متشکل از 728 معلم زبان انگلیسی دوره اول و دوم متوسطه در 32 استان ایران انجام شد. یک روش نظرسنجی، شامل پرسشنامه‌های خودگزارش‌دهی که به صورت الکترونیکی از طریق اینترنت توزیع شده بود، اتخاذ شد. نتایج این مطالعه نشان می‌دهد که به نظر می رسد بزرگترین چالش پیش روی معلمان زبان انگلیسی تدریس به دانش آموزانی در سطح‌های مختلف، مدیریت نظم رفتاری آنها ، انتخاب مواد و فعالیت‌های مناسب و ارتباط با دانش آموزان می‌باشد. حدود یک سوم از این پاسخ دهندگان، قبل از jتدریس به دانش آموزان، هیچگونه آموزش پیش از خدمتی در زمینه آموزش زبان انگلیسی به عنوان یک زبان خارجی نداشتند. به نظر می رسد که این موضوع با عدم حمایت و آموزش ضمن خدمت تشدید شده است، سه چهارم معلمان هیچ آموزش ضمن خدمتی ندیده‌اند. تقریباً نیمی از افراد مورد بررسی دوره آزمایشی نداشتند. علاوه بر این، از چهار پنجم آنها در اولین سال تدریس هیچ حمایتی نشده است. به طور کلی، بسیاری از معلمان احساس می کردند که آمادگی خوبی برای تدریس ندارند. یافته‌های این مطالعه نشان می‌دهد که برنامه‌های آموزشی و توسعه معلمان فعلی باید اصلاح گردیده و توصیه‌هایی برای غلبه بر این چالش‌ها ارائه داده است.

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Biodata
Farhad Kariminasab is a Ph.D. student of TEFL at Islamic Azad University, Qaemshahr Branch. His passion for teaching continues in those years he has taught at Islamic Azad Uni-versity, Farhangian University, and Ministry of Education of Iran. His main areas of interest in-clude teacher education and teaching methods.
Email: [e-mail]
Shaban Najafi Karimi is an assistant professor of TEFL at Islamic Azad University, Qaemshahr Branch. His research interests include language skills, discourse analysis, materials development, and teacher education. He has been teaching English at Iranian universities for 24 years and has published in both Iranian and International journals.
Email: [e-mail]