An Exploration into Iranian Novice EFL Teachers’ Perceptions Toward a New Model of Teacher Supervision
الموضوعات : نشریه مطالعات آموزش زبان انگلیسیAshraf Montaseri 1 , Reza Pajohandost 2 , Davood Ghahremani 3
1 - Department of English Language, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - ایران، گرمسار، واحد گرمسار، دانشگاه آزاد اسلامی، گروه زبان انگلیسی
3 - ایران، گرمسار، واحد گرمسار، دانشگاه آزاد اسلامی، گروه زبان انگلیسی
الکلمات المفتاحية: Four-stage supervision model, Standard TPD Model, teachers&rsquo, professional development (TPD),
ملخص المقالة :
This study explored novice EFL teachers’ perceptions toward a four-stage (readiness, informing, improvement, evaluation) supervision model (Eryılmaz and Mutlu, 2017) administered for developing teachers’ professionalism considering different components of a standard Teachers’ Professional Development (TPD) model (Khany and Azimi Amoli, 2016). The participants of the whole 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 course was declared (informing), after that, the participants attended the 45 sessions TPD course during which all the components and sub-components of the standard TPD model were taught theoretically and practically (improvement), thereafter the second series of observations were carried out (evaluation). Finally, to elicit deep and careful perceptions from participants regarding the effectiveness of the implemented supervision programs, 30 novice teachers as representatives of the population of the novice teachers were randomly interviewed, and the qualitative reports obtained from a semi-structured interview (Moradi, Seperifar & Parhizkar Khadiv, 2014) were content analyzed thematically (the current study). The results showed that the novice teachers’ professionalism was highly developed and they were deeply satisfied with all the practices administered through this model. This study had some implications for policymakers.
