Analyzing Iranian EFL Teachers’ Barriers for Professional Development
محورهای موضوعی : 0
Fateme Jamalizade
1
(Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran)
Neda Fatehi Rad
2
(Department of English Language
Islamic Azad University
Kerman branch)
کلید واژه: Professional Development, EFL Context, Teacher' s Barrier,
چکیده مقاله :
The present study tried to analyze Iranian EFL teachers’ barriers for Professional Development (PD). More specifically, the study analyzed the EFL teachers’ constraints and barriers in PD as well as the relationship between EFL teachers’ gender, level of education and teaching experience and their barriers in continuous professional development. In doing so, a total number of 41 EFL teachers of different language institute of Kerman were selected. The data were gathered through a related questionnaire which focused on EFL teachers' barriers. The data were inserted into SPSS software and both descriptive and inferential statistics were used to analyze the data. Based on the results, teachers' barriers referred to system and schools than personal matters. It might mean that the educational system does not support and encourage PD activities or the teachers believe that PD programs should be organized and take place in schools. Moreover, the findings indicated that there is no significant difference between male and female EFL teachers’ barriers, restrictions or constraints in their PD. The results also showed no significant difference between teachers' level of education and teaching experience and their barriers and constraints for professional development. The findings might prove fruitful and innovative for the managers of foreign language education centers, teachers, and policy makers.
References
- Abd Rahman, M., Sheng, L., & Daud, Y. (2019). The Relationship between Efficiency and Level of Satisfaction on CPD among Teachers. Creative Education, 10(12), 142-159.
- Allen, L. E., Osthoff, E., White, P., & Swanson, J. (2005). A Delicate Balance: District Policies and Classroom Practice. Cross City Campaign for Urban School Reform.
- Anjomshoa, L., & Hadadnarafshan, M. (2019). A Comparative Study of Internal and External Assets and Teachers’ Professional Performance: Insights from English Language Teachers in the context of Iran. Iranian Journal of Comparative Education, 1(3), 112-135.
- Babbie, E. (2010). The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Muijs, Daniel. Doing Quantitative Research in Education with SPSS. 2nd edition. London: SAGE Publications.
- Behzadi, A., Golshan, M., & Sayadian, S. (2019). Validating a Continuing Professional Development Scale among Iranian EFL Teachers. Journal of Modern Research in English Language Studies, 6(3), 129-105.
- Borg, S. (2006). Teacher Cognition and Language Education. London: Continuum.
- Borg, S. (2015). Teacher Cognition and Language Education: Research and Practice. Bloomsbury Publishing.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational researcher, 33(8), 3-15.
- Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What makes professional development effective? Curriculum Journal, 15(1), 45-68.
- Buckner, E., Chedda, S., & Kindreich, J. (2016). Teacher professional development in the UAE: What do teachers actually want. Policy paper, 16, 1-12.
- Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and teacher education, 20 (5), 435-455.
- Celik, S., Mačianskienė, N., & Aytin, K. (2013). Turkish and Lithuanian EFL Instructors' Professional Development Experiences: Worth the Effort, or Waste of Time? Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 160-187.
- Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18 (8), 947-967.
- Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi delta kappan, 76 (8), 597-604.
- Davidson, G., Dunlop, F., Soriano., D. H., Kennedy, L., & Phillips., T. (2012). Going forward: Continuing professional development for English language teachers in the UK. UK: British Council. Retrieved from http://englishagenda.britishcouncil.org/sites/ec/files/B413%20CPD%20for%20Teachers_v2.pdf
- Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British educational research journal, 32 (4), 601-616.
- De Brabander, M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2011). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81- 112.
- Desimone, L. M., Smith, T. M., & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational administration quarterly, 42 (2), 179-215.
- Desta, D., Chalchisa, D., & Lemma, G. (2013). School-based continuous teacher professional development in Addis Ababa: An investigation of practices, opportunities and challenges. Journal of International Cooperation in Education, 15 (3), 77-94.
- De Vries, N., Webers, C., Touwslager, W., Bauer, N., & Brabander, J. (2011). Dissatisfaction after implantation of New Methods. Springer Link, 2(3), 32-51.
- El-Fiki, H. A. (2012). Teaching English as a foreign language and using English as a medium of instruction in Egypt: Teachers' perceptions of teaching approaches and sources of change. University of Toronto (Canada).
- Gaertner, H., & Brunner, M. (2018). Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality. Educational Assessment, Evaluation and Accountability, 30 (2), 159-182.
- Grundy, S., & Robison, J. (2004). Teacher professional development: Themes and trends in the recent Australian experience. International handbook on the continuing professional development of teachers, 146-166.
- Guskey, T. R. (2003). The Characteristics of Effective Professional Development: A Synthesis of Lists. Phi Delta Kappan, 84, 748-750.
- Lyons, S. (1981). Experienced secondary science teachers' perceptions of effective professional development while pursuing National Board certification. Teacher Development, 15(2), 219-239.
- Richards, J. C. (2008). Second language teacher education today. RELC journal, 39 (2), 158-177.
- Richards, J. C. (2011). Creating Effective Language Lessons. Cambridge, UK: Cambridge University Press.
- Richards, J. C., & Farrell, T. S. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
- Richards, J.C. and Schmidt, R. (2003). Longman dictionary of language teaching and applied linguistics. Beijing: Foreign Language Teaching and Research Press.
- Runhaar, P., Sanders, K., Yang, H. (2010). Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teacher and Teacher Education, 26(5), 1154-1161.
- Sandholtz, J. H. (2005). In-service training or professional development: Contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18 (7), 815-830.
- Scott, I. (2002). Quality in Teacher Education: Seeking a Common Definition. Handbook of Teacher Education, 3(4), 95-112.
- Shulman, L. S., & Shulman, J. H. (2009). How and what teachers learn: A shifting perspective. Journal of Education, 189 (1-2), 1-8.
- Soodmand Afshar, H., & Ghasemi, S. (2019). Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development. Journal of Teaching Language Skills (JTLS) 37(3), 169-210.
- Soodmand Afshar, H., & Ghasemi, S. (2020). Investigating the Barriers to Teachers’ Professional Development in an EFL Context. Journal of Modern Research in English Language Studies, 7 (2), 101-122.
- Speck, M., & Knipe, C. (2005). Why can’t we get it right? Designing high quality professional development for standards-based schools (2nd ed.). Thousand Oaks, CA: Corwin Press
- Ur, P. (1996). A course in Language Teaching: Practice and Theory. Cambridge University Press, Cambridge.
- Yuliani, N., Muljanto, S., & Fajriah, Y. N. (2019). Professional development of senior high school EFL teachers: voices from teachers. EEAL Journal (English Education and Applied Linguistics Journal), 2 (1), 54-68.
