Iranian EFL Teachers’ Perception of Multicultural Teacher Effectiveness: The Context of Iran

محورهای موضوعی : Teaching

Shahram Naghdiani ¹ , Neda Fatehi Rad ² , Parviz Maftoon ³

1 - Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran

تاریخ دریافت : 1403/02/28 تاریخ پذیرش : 1403/04/29 تاریخ انتشار : 1403/05/08

کلید واژه: Effective Teaching, Multiculturalism, Multicultural Education, Teacher Effectiveness.,

چکیده مقاله :

Multicultural education is a product of the impact of the globalization on education. Further, a factor with a main role in EFL teaching and learning is teacher effectiveness which has a significant place in the World educational programs. The present study sought to explore Iranian EFL teachers’ perceptions of pluralistic teacher effectiveness. In line with the objective of the present study, the basic interpretive design within a qualitative paradigm. The sample of the study consisted of a total of 40 Iranian (20 males and 20 females) EFL teachers teaching in public high schools in different Iranian provinces. They were conveniently selected from among those teachers who were members of virtual groups and channels. To collect the required data, a semi-structured interview was implemented. Data analysis was done via qualitative thematic analysis. As revealed by the results, the following perceptions were extracted concerning pluralistic teacher effectiveness: Having Verbal and Non-Verbal Communication with Learners; Recognizing Differences among Students’ Learning Strategies; Having Preliminary Knowledge of Different Subjects; Taking Advantage of Different Teaching Methods; Showing Respect and Attention to all Students; Teaching Ruminatively; Having Accountability and Responsibility; Generating a Conducive Class Atmosphere; Using Technology; Using Motivational Strategies; Using Various Evaluation Methods; and Building a Fair Classroom.

چکیده انگلیسی:

Multicultural education is a product of the impact of the globalization on education. Further, a factor with a main role in EFL teaching and learning is teacher effectiveness which has a significant place in the World educational programs. The present study sought to explore Iranian EFL teachers’ perceptions of pluralistic teacher effectiveness. In line with the objective of the present study, the basic interpretive design within a qualitative paradigm. The sample of the study consisted of a total of 40 Iranian (20 males and 20 females) EFL teachers teaching in public high schools in different Iranian provinces. They were conveniently selected from among those teachers who were members of virtual groups and channels. To collect the required data, a semi-structured interview was implemented. Data analysis was done via qualitative thematic analysis. As revealed by the results, the following perceptions were extracted concerning pluralistic teacher effectiveness: Having Verbal and Non-Verbal Communication with Learners; Recognizing Differences among Students’ Learning Strategies; Having Preliminary Knowledge of Different Subjects; Taking Advantage of Different Teaching Methods; Showing Respect and Attention to all Students; Teaching Ruminatively; Having Accountability and Responsibility; Generating a Conducive Class Atmosphere; Using Technology; Using Motivational Strategies; Using Various Evaluation Methods; and Building a Fair Classroom.

منابع و مأخذ:

Abdeli Soltan Ahmadi, J., & Sadeghi, A.R. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (J.C.S.), 10(39), 71-108.
Aho, E., Haverinen, H. L., Juuso, H., Laukka, S. J., & Sutinen, A. (2010). Teachers’ principles of decision-making and classroom management; a case study and a new observation method. Procedia Social and Behavioral Sciences 9, 395–402.
Amiri Shayesteh, L., & Baleghizadeh, S. (2022). Construction and validation of Iranian EFL teachers’ perceptions of professional development questionnaire. Language Related Research, 14(1), 113-143.
Bullock. M. (2015). What makes a good teacher? Exploring student and teacher beliefs on good Teaching, Rising Tide, 7, 1-27.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness. Routledge Falmer, NY.
Chen, Y., Li, R., Liu, H., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current psychology, 41(1), 328-337.
Colombo, M. (2013). Introduction. Pluralism in education and implications for analysis. Italian Journal of Sociology of Education, 5(2), 1-16.
Coşgun, G.E., & Savaş, P. (2023). Professional identity development of English teachers: A data-driven model. Review of Education, 11(1), 123-136.
Creswell, J. W. (2015). A concise introduction to mixed methods research. Sage.
Danielson, C. (2013). The framework for teaching evaluation instrument. The Danielson Group.
Daryai-Hansen, P., Gerber, B., Lorinez, I., Haller, M., Ivanova, O., Krumm, H. J., & Reich, H.H. (2015). Pluralistic approaches to language in the curriculum: the case of French speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.
Demiröz H., & Yeşilyurt, S. (2015). Effective foreign language teaching: Perceptions of prospective English language teachers. Universal Journal of Educational Research, 3(11), 862-870.
Dimova-Cookson, M. (2021). The problem of value pluralism. Isaiah Berlin and beyond. In G. Crowder (Ed.), Contemporary Political Theory. Routledge. https://doi.org/10.1057/s41296-021-00504-x
Enyew, S., & Melesse, Ch. (2018). The integration of multiculturalism into the Ethiopian universities’ environment. Research in Pedagogy, 1, 52-62.
Giselbrecht, M. (2009). Pluralistic approaches – A long overdue paradigm shift in education. Scottish Languages Review, 20, 11-20.
Hongladarom, S. (2011). Basing political pluralism on epistemology: the case of Thailand’s Southern violence. In G. Collste (Ed.), Implications of pluralism (pp. 35-54). Malaysia: Institute of Ethnic Studies.
Kaboodvand, M. A. (2013). Perceptions of effective language teaching in Iran. Doctoral thesis, University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/.../ ArfaKaboodvandM.pdf
Khojastehmehr, R., & Takrimi, A. (2008). Characteristics of effective teachers: Perceptions of the English teachers. Journal of Education & Psychology, 3(2), 53-66.
Lee, C. (2013). Perpetuating student inequality? The discrepancy and disparity of global citizenship education in Chinese rural & urban schools. Asia Pacific Education Review, 23(3), 389-401.
Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253.
Lidz, V. M. (2021). The Theory of Action and the Analysis of Culture. In The Routledge International Handbook of Talcott Parsons Studies (1st Editio, pp. 48–68). Routledge. https://doi.org/10.4324/9780429321139-5
Maftuhin, A. (2022). The Fikih Difabel of Muhammadiyah: context, content , and aspiration to an inclusive Islam. Ijims Journal, Salatiga, Indonesia, 12(2), 341–367. https://doi.org/10.18326/ijims.v12i2.341-367
Mehta, S., & Gupta, V. (2022). Teacher effectiveness and locus of control: A Self report study on higher education teachers. Empirical Economics Letters, 20(1), 11-31.

Moeinvaziri M, Afraz S, Fahandezh F. (2020). Toward designing a model of professional skills for Iranian EFL teachers. Iranian Evolutionary and Educational Psychology, 3 (4), 497-516. https://doi.org/10.52547/ieepj.3.4.497

Mostafazadeh, E., Keshtiaray, N., & Ghulizadeh, A. (2015). Analysis of multi-cultural education concept in order to explain its components. Journal of Education and Practice, 6(1), 1-14.
Motamed, H. R., Yarmohammadian, M. H., & Yusefy, A. R. (2013). Designing a pluralistic curriculum model for the Iranian education system. Academia Arena, 5(9), 31-39.
Navidinia, H., Kiani, Gh. R., Akbari, R., & Ghaffar Samar, R. (2014). EFL teacher performance evaluation in Iranian high schools: examining the effectiveness of the status quo and setting the groundwork for developing an alternative model. Intl. J. Humanities, 21(4), 27-53.
Parker, J. L. (2019). Multicultural education as a framework for educating English language learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22-35.
Rahimi, M., & Hosseini Karkami, F. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: a path method. Iranian Journal of Language Teaching Research 3 (1), 57-82.
Ramos-Rodríguez, E., Fernández-Ahumada, E., & Morales-Soto, A. (2021). Effective teacher professional development programs. A case study focusing on the development of mathematical modeling skills. Education Sciences, 12(1), 2-20.
Reynolds, A. J., Mondi, C. F., & Giovanelli, A. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1), 1-43.
Rohmat, R., Sutiyono, A., Hani, T., & Priyanto, A. (2023). Multicultural education for strengthening harmony in diversity. Cypriot Journal of Educational Sciences,18 (1) 43-54. https://doi.org/10.18844/cjes.v18i1.8022
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Pre
Ronald, H. H. (2009). Teacher effectiveness and student achievement: Investigating a multilevel cross-classified model. Journal of Educational Administration, 47(2), 227-249.
Sadeghi, A.R. (2012). Characteristics and necessities of developing a multicultural curriculum in Iran. Cultural Strategy, 18, 93-121.
Sezer, K., Hasan, A., & Fezile, O. (2019). Effects of the gamification supported flipped-classroom model on the attitudes and opinions regarding game-coding education. iJET, 13(1), 109–123. https://doi.org/10.3991/ijet.v13i01.7634
Shahvand, M., & Rezvani, E. (2016). Iranian EFL teachers’ beliefs and practices on effective teaching: the case of gender and level of experience. IJRELT, 3(2), 30-44.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143.
Shojaei, R., Bagheri, M. S., & Rassaei, E. (2022). Reconsidering the global criteria of teacher effectiveness in the light of learners' perceptions and experts' observations. International Journal of Foreign Language Teaching and Research, 10(40), 153-169.
Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers and Teaching: Theory and Practice, 16(2), 233-244.
Stika, P. (2012). The role of values in teaching. Bachelor thesis. Retrieved from http://is.muni.cz/th/327584/pedf_b/Petr_Stika_-_Bachelor_thesis_ _The_Role_of_Values_in_Teaching.pdf
Strong, J. (2007). Qualities of effective teachers. Virginia: ASCD, Alexandria.
Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2015). Pre-service teachers’ perceptions toward multicultural education and teaching of culturally and linguistically diverse learners. Multicultural Education, 23(3), 42-48.
Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. JALT 2009 Conference Proceedings. Tokyo: JALT.
Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International Journal of Foreign Language Teaching and Research, 4(14), 69-88.
Zein, M. S. (2017). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education, 43(2), 293-313.
Zohrabi, Kh., Razmjoo, S.A., & Ahmadi, A.R. (2019). Developing and validating a pluralistic curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern Research in English Language Studies, 6(1),31-49.