An Exploration into Iranian Novice versus Experienced EFL Teachers’ Perceptions toward a New Model of Teacher Supervision
محورهای موضوعی : Journal of Studies in Learning and Teaching EnglishAshraf Montaseri 1 , Reza Pajoohan Doost 2 , Davood Ghahremani 3
1 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran
3 - Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran
کلید واژه: Four-stage supervision model, Novice and experienced EFL teachers, Teachers’ professional development (TPD), Standard TPD Model,
چکیده مقاله :
This study explored novice and experienced EFL teachers’ perceptions toward a four-stage (readiness, informing, improvement, evaluation) supervision model administered for developing teachers’ professionalism considering different components of a standard Teachers’ Professional Development (TPD) model. The participants of the study were 100 novice and 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. The participants’ classes were observed, and appropriate feedback was given (readiness), then a gathering was held, and all the information regarding the procedure of a TPD teacher training course was declared (informing stage). After that, the participants attended a 45-session TPD course through which all the components and subcomponents of the standard TPD model were taught theoretically and practically (improvement stage). Then, the second series of observations were carried out (evaluation stage). Finally, to elicit deep and careful perceptions from participants regarding the effectiveness of the implemented supervision programs, 30 novice and 30 experienced teachers as representatives of the population were randomly interviewed, and the qualitative reports obtained from semi-structured interviews were analyzed thematically. The results represented that although there were some differences between the shortcomings and needs of the two groups, the professionalism of all the participants in different components of the TPD model was highly developed, the deficiencies were to a large extent removed and they were completely satisfied. This study had some implications for the policy-makers, teacher supervisors, teachers, and school principals.
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