Does the Latest English Language Teacher Education Curriculum Develop Student Teachers’ Professional Competencies?
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Mohammad Ranjbari
1
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.)
Hossein Heidari Tabrizi
2
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.)
Akbar Afghari
3
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.)
الکلمات المفتاحية: Pedagogical Knowledge, Professional Competencies, Content Knowledge, Pedagogical Content Knowledge, Teacher Education Curriculum,
ملخص المقالة :
The fundamental goal of any EFL teacher education curriculum is to equip and prepare student teachers for their teaching career. The present study sought to explore how practicing teachers feel about the effectiveness of the latest English teacher education curriculum in the content, pedagogical content and pedagogical knowledge bases and the university education that the current student teachers go through. The participants of the study were 130 male and female high school EFL teachers who were selected through cluster random sampling. The study utilized a descriptive design to investigate the effectiveness of the curriculum. The data were collected via semi-structured interview and a Likert scale questionnaire which comprised 35 items on the detailed stated objectives and performance tasks for each specific course in the curriculum. Descriptive statistical analysis revealed that participants were satisfied with the latest curriculum and perceived it as adequate and effective in stated objectives. Qualitative analysis showed that participants complained that the curriculum is not so successful in providing the student teachers with the opportunity to experience real life teaching during their education, to make them aware of contextual challenges awaiting and strike a balance between ideals and actuals.
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