Developing and Validating a Scale for Assessing Iranian EFL Teacher Educators’ Perspectives towards Twenty-first Century Skills

الموضوعات : Research in English Language Pedagogy

Mahboobeh Khosrojerdi ¹ , Khalil Motallebzadeh ² , Hamid Ashraf ³ , Gholam Reza Zareian ⁴

1 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
2 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran|Department of English, Tabaran Institute of Higher Education
3 - Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran,
4 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran |Department of English, Hakim Sabzevari University

تاريخ الإرسال : 07 السبت , ذو القعدة, 1444 تاريخ التأكيد : 19 الأحد , محرم, 1445 تاريخ الإصدار : 16 الجمعة , صفر, 1445

الکلمات المفتاحية: Scale, Twenty-first Century Skills, Professional Development, Teacher Education, Teacher Educator, EFL Iranian Teachers,

ملخص المقالة :

Teacher education had been addressed in various studies. Although many studies attempted to measure teachers' twenty-first century skills, there is still a gap that prompted us to investigate the area from the teacher-educators' perspectives. To accomplish the purpose, this mixed-method study aimed to develop and validate a scale to assess Iranian EFL teacher-educators’ perceptions of twenty-first century skills. To this end, the developed scale was answered by 15 teacher educators through a semi structured interview. After transcribing and analyzing the interview responses, the researcher developed a tentative version of a twenty-first century skills scale which included 26 items. Finally, the researcher distributed the scale among 351 EFL teacher educators. The results of the Exploratory Factor Analysis indicated that the scale enjoyed high validity and reliability. The extracted factors making up three components included agreement, challenges, and implementation. Based on the rotated component matrix, some changes in the organization of the items were made. This study has implications for language teachers, and teacher trainers to design teacher training courses as well as professional development programs.

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