Exploring EFL Teachers’ Perception of Professional Development Needs in Post-Covid Era: Does Gender Make any Difference?
الموضوعات :
Mona Ashrafian
1
,
Narges Alimohammadi
2
1 - Department of English Language, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Central Tehran Branch, Islamic Azad University, Tehran,Iran
الکلمات المفتاحية: COVID-19, Gender, Perception, Professional Development, Professional Development Needs.,
ملخص المقالة :
English language teaching (ELT) is an indisputable phenomenon in modern society which is influenced by many factors. Among various factors, professional development constitutes a main concept of English language teaching, and a look at the history of ELT research shows that this concept has attracted the attention of researchers in the field. This study aimed at exploring EFL teachers’ perceptions of professional development needs in post-COVID era, taking the role of gender into account. To this end, a basic interpretive design was employed. A group of 20 (10 males and 10 females) Iranian EFL teachers who were selected through available sampling participated in the present study. The required data for the present study was collected through an open-ended questionnaire. To analyze the data, qualitative thematic analysis was done. Data analysis led to the extraction of the following themes for male and female EFL teachers’ perceptions of professional development needs before COVID-19: Teaching methodology knowledge, Good relationship with students, Content knowledge, Psychological knowledge, Assessment knowledge, and Language knowledge. Moreover, the following themes were extracted for male and female EFL teachers’ perceptions of professional development needs in post-COVID-19 era: Classroom management skills, Team teaching skills, Socio-affective skills, Communicative skills, Creative thinking skills, Reflective teaching skills, Motivational skills, and Technological skills. Further, it was revealed that EFL teachers’ perceptions of professional development needs before COVID-19 and in post-COVID-19 era were different. Finally, the findings indicated that gender does not play a role in EFL teachers’ perceptions of professional development needs. The results have some implications for EFL teacher educators, teachers, teacher education, curriculum developers, and researchers.
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36, 113-125. https://doi.org/10.12669%2Fpjms.36.COVID19-S4.2766
Ahmady, S., Shahbazi, S., & Heidari, M. (2020). Transition to virtual learning during the coronavirus disease – 2019 crisis in Iran: Opportunity or challenge? Disaster Medicine and Public Health Preparedness, 14(3), 11–12. https://doi.org/10.1017/dmp.2020.142
Ahmed, M. (2003). Professional difficulties facing secondary school English language teachers and its effect in classroom performance in Northern governorates of Palestine. [Unpublished master thesis], Al Najah National University, Nablus.
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10, 1-10. https://doi.org/10.1177/21582440221091250
Aparicio-Molina, C., & Sepúlveda-López, F. (2023). Teacher professional development: Perspectives from a research experience with teachers. Revista Electrónica Educare (Educare Electronic Journal), 27(2), 1-16. https://doi.org/10.15359/ree.27-2.15870
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.
Asadi, E., & Motallebzadeh, Kh. (2013). Classroom observation: A factor for Iranian EFL teachers’ professional development and their students' achievements. Special Issue on Teaching and Learning, 2 (2), 523-532. http://dx.doi.org/10.52547/ieepj.3.4.497
Atai, M.R., & Dashtestani, R. (2011). Iranian English for academic purposes (EAP) stakeholders’ attitudes toward using the Internet in EAP courses for civil engineering students: promises and challenges. Computer Assisted Language Learning, 26(1), 1-18. http://dx.doi.org/10.1080/09588221.2011.627872
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 701-707. https://doi.org/10.29333/pr/7937
Birjandi, P., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their professional success. English Language Teaching, 3 (2), 135-145. http://dx.doi.org/10.5539/elt.v3n2p135
Cameron, L., (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57 (2), 105–112. http://dx.doi.org/10.1093/elt/57.2.105
Choy, S. C., & Oo, P. S. (2012). Reflective thinking and teaching practices: A Precursor for incorporating critical thinking into the classroom. International Journal of Instruction, 5(1), 167-182. http://doi.org/10.1016/j.sbspro.2015.06.107
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2019). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1-22. https://doi.org/10.3390/su122410367
Cucinotta, D., & Vanelli, M. (2020). Who declares COVID-19 a Pandemic. Acta bio-Medica: AteneiParmensis, 91, 157-160. https://doi.org/10.23750/abm.v91i1.9397
Dajani, D., & Mclaughlin, S. (2009). Implementing the first Palestinian English language curriculum: A need for teacher empowerment. Mediterranean Journal of Educational Studies, 14(2), 27-47.
Daneshdoust, B. (2012). The advantages and disadvantages of Internet-based language learning in Iran. Procedia-Social and Behavioral Sciences, 31, 607-611. http://dx.doi.org/10.1016/j.sbspro.2011.12.113
Day, C., & Sachs, J. (Eds.). (2004). International handbook on the continuing professional development of teachers. Open University Press.
Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, culture & society, 16(1), 7-23.
Dibapile, W. T. S. (2012). Teacher efficacy and classroom management among Botswana junior secondary school teachers. PhD dissertation, University of Tennessee, Knoxville, US.
Erfani, M., & Ghapanchi, Z. (2019). Attitudes toward E-learning in Ferdowsi University of Mashhad: Case of English and Engineering Students. Quarterly of Iranian Distance Education Journal, 2(1), 59-69.
Fazlali, F. (2022). Professionalism and commitment among Iranian EFL teachers: Do educational context and gender make a difference? Journal of Foreign Language Teaching and Translation Studies, 7(4), 37-58.
Frederiksen, L. L., Lund, J. H., & Beck, M. (2016). Different understandings of the relationship between teacher education and professional practice. Journal of the European Teacher Education Network, 11, 112-120.
Grosse, C. U., & Voght, G. M. (2012). The continuing evolution of language for specific purposes. The Modern Language Journal, 96(1), 190-202. https://doi.org/10.1111/j.1540-4781.2012.01304.x
Gupta, A., & Lee, G. L. (2020). The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education, 12(5), 417-428. https://doi.org/10.26822/iejee.2020562132
Hamid, M.O. (2010). Globalization, English for everyone and English teacher capacity: language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11 (4), 289–310. https://doi.org/10.1080/14664208.2011.532621
Henry, A., & Cliffordson, C. (2013). Motivation, gender, and possible selves. Language learning, 63(2), 271-295.
Heydari, S., & Abbasian, Gh.R. (2016). The relationship between Iranian EFL teachers' professional development and their job burnout. Basic Research Journal of Education Research and Review, 4 (2), 5-14.
Hosseinpoor, F., Fazlollahi, S., & Mohamadi, M. (2020). The relationship between professional development and job performance and self-efficacy of high school teachers in Qom Province. Teacher Professional Development, 4(4), 1-14.
Ilgan, A., & Basaran, Y. (2023). Examining types and duration of teachers’ professional development activities and their relationship with job satisfaction. Acta Educationis Generalis, 13(2), 96-119. DOI: 10.2478/atd-2023-0016
Inusah S. (2014). Teacher motivation and professional practice in public pre-tertiary schools in Ghana. Faculty of Education. Monash University.
Kabilan, M.K., & Veratharaju, K. (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education, 39 (3), 330–351. http://dx.doi.org/10.1080/19415257.2016.1156013
Kaboodvand, M. A. (2013). Perceptions of effective language teaching in Iran. Doctoral thesis, University of Exeter.
Kaneko-Marques, S. M. (2015). Reflective teacher supervision through videos of classroom teaching. PROFILE Issues in Teachers’ Professional Development, 17(2), 63-79. http://dx.doi.org/10.15446/profile.v17n2.44393
Khany, R., & Ghoreyshi, S.M. (2013). On the relationship between Iranian EFL teachers’ efficacy of classroom management, reflective thinking, and transformational leadership style: A structural equation modeling. Issues in Language Teaching (ILT), 2(1), 55-81. http://dx.doi.org/10.29252/ijree.4.3.1
Khezrab, T., Raissi, R., & Hedayat, N. (2023). Iranian EFL teachers' perception-practice correspondence in mobile-mediated discussion-based instruction. Iranian Journal of Learning & Memory, 5(20), 51-66. https://dorl.net/dor/20.1001.1.26455447.2023.5.20.5.0
Khojastehmehr, R., & Takrimi, A. (2009). Characteristics of effective teachers: Perceptions of the English teachers. Journal of Education & Psychology, 3(2), 53-66.
King, F. (2012). Developing and sustaining teachers’ professional learning: A case study of collaborative professional development. Doctoral dissertation. University of Lincoln. Retrieved from eprints.lincoln.ac.uk/6805/1/Thesis_-_Dr__Fiona_King_2012.pdf.
Le, V. C., & Do, T. M. C. (2012). Teacher preparation for primary school English education: a case of vietnam. In: B. Spolsky and Y-I. Moon, eds. Primary school English-language education in Asia: From policy to practice (pp.106–121). Routledge.
Lee, J. C. K., Huang, Y. X. H., Law, E. H. F., & Wang, M. H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271-287.
Lin, S., Cheng, W., & Wu, M. (2015). Uncovering a connection between the teachers’ professional development program and students’ learning. Journal of Education and Practice, 6 (23), 17-26.
Mahmoodi-Shahrebabaki, M. (2014). E-Learning in Iran as a developing country: Challenges ahead and possible solutions. University of California, Irvine.
Miles, M. M., Szwedo, D. E., & Allen, J. P. (2018). Learning to cope with anxiety: Long‐term links from adolescence to adult career satisfaction. Journal of Adolescence, 64(1), 1–12. https://doi.org/10.1016/j.adolescence.2018.01.003
Minott, M. (2015). Reflective teaching and disruptive behavior in regular high school classrooms in London, England. TEAN Journal, 7(1), 62-73.
Minou, T. (2010). Evolution of distance education in Iran. Procedia-Social and Behavioral Sciences, 2(2), 1043–1047. https://doi.org/10.1016/j.sbspro.2010.03.147
Mohammadi, Sh., Karimian, Z., & Talebinejad, M.R. (2015). Iranian EFL teachers’ attitudes towards in-service professional development programs. Journal of Applied Linguistics and Language Research, 2 (3), 48-60.
Nambiar, D. (2020). The impact of online learning during COVID-19: students' and teachers' perspectives. The International Journal of Indian Psychology, 8(2), 783-793. http://dx.doi.org/10.25215/0802.094
Ozbilgin, A., Eekmen, B., & Karaman, A.C. (2016). English language teacher professional development: When institutional frameworks fall short. Journal of the Faculty of Education, 17 (1), 55-65. http://doi.org/10.17679/iuefd.17152899
Pishghadam, R., & Moafian, F. (2009). Construct validation of a questionnaire on characteristics of successful Iranian EFL teachers. Pazhuhesh-e-Zabanha-ye Khareji, 54, 127-142.
Qing, X. (2009). Reflective teaching- An Effective path for EFL teacher's professional development. Canadian Social Science, 5 (2), 35-40. http://dx.doi.org/10.3968/j.css.1923669720090502.005
Racheva, V. (2018). Social aspects of synchronous virtual learning environments. In AIP Conference Proceedings, 1, 20-32. https://doi.org/10.1063/1.5082050
Rad, G., & Yaghoubi, J. (2011). Virtual students' perceptions of e-learning in Iran. Computers in Education Journal, 21(4), 20–27.
Rahimi, M., & Asadollahia, F. (2012). EFL teachers’ classroom management orientations: investigating the role of individual differences and contextual variables. Procedia-Social and behavioral sciences, 31, 43-48.
Raoofi, A., Takian, A., Sari, A.A, Olyaeemanesh, A., Haghighi, H., & Aarabi, M. (2020). COVID-19 pandemic and comparative health policy learning in Iran. Archives of Iranian Medicine, 23(4), 220-340. https://doi.org/10.34172/aim.2020.02
Richards, J.C., & Farrell, T.S.C. (2005). Professional development for language teachers. New York: Cambridge University Press.
Roberts, J. (1998). Language teaching education. London: Arnold.
Rokhyati, U. (2015). English teachers’ professional development and self-confidence in performing their profession. International Journal on Studies in English Language and Literature (IJSELL), 3 (2), 78-82.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Sezer, S., Karabacak, N., Korkmaz, I., & Kucuk, M. (2019). School administrators’ opinions on professional values and professional skills required to be gained to classroom teachers, in-service training process. Journal of Theoretical Educational Science, 12 (4), 1223-1238. DOI: http://dx.doi.org/10.30831/akukeg.458061
Silver, S. (2015). The impact of reflective dialogue between a mentor and a new teacher on the new teacher’s instructional practices. Graduate Theses & Dissertations. Retrieved from http://scholarworks.arcadia.edu/grad_etd
Soodmand Afshar, H., & Farahanib, M. (2015). Reflective thinking and reflective teaching among Iranian EFL teachers: Do gender and teaching experience make a difference? Procedia - Social and Behavioral Sciences, 192, 615 – 620. https://doi.org/10.1016/j.sbspro.2015.06.107
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 158-177. https://doi.org/10.29333/pr/7947
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press.
Vakili, Kh. (2023). Components of teachers' professional development and their effects on job performance through the mediation of job values. Journal of School Administration, 10(4), 63-89.
Wagner, C., Esper, F. S., & Rodríguez-Sánchez, C. (2019). Skill and knowledge requirements of entry-level logistics and supply chain management professionals: A comparative study of Ireland and Spain. Journal of Education for Business, 95(1), 23–36. https://doi.org/10.1080/08832323.2019.1596870
Wallace, M. J. (1998). Action research for language teachers. Cambridge University Press.
Watson, G., & Glaser, E. (1980). Watson– Glaser critical thinking appraisal. England: The Psychological Corporation.
Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. JALT 2009 Conference Proceedings. Tokyo: JALT.
Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4 (5), 13-22. https://doi.org/10.19030/cier.v4i5.4234
Zein, M. S. (2016). Factors affecting the professional development of elementary English teachers. Professional Development in Education, 42(3), 423-440. http://dx.doi.org/10.1080/19415257.2015.1005243
