A Reflection on How EFL Teachers in Iran Feel About Their Education: A Modular Model (KARDS) Perspective
DOR: 20.1001.1.23223898.2021.9.37.12.0
الموضوعات :
Narges Baktash
1
(Department of English Language Studies and Applied Linguistics, University of Tehran, Tehran, Iran)
الکلمات المفتاحية: teacher cognition, Language education, KARDS,
ملخص المقالة :
This research reports on how EFL teachers feel about their education based on knowing, analyzing, recognizing, doing, and seeing (KARDS) modular model. The researcher employed convenient sampling to choose 15 teachers. Due to the closure of schools in the pandemic era and the online nature of courses, English teachers are only available online or in meetings at the university. A KARDS questionnaire was used to record the teachers’ views. The questionnaire was researcher-made and it was either handed in the meetings or sent via e-mail or other routes. The data gathered showed that though the English teachers had the knowledge necessary about their jobs, most of them lacked the necessary insight required in terms of the 5 modules of education in L2 teaching. The data seem to imply that ELT education programs in Iran are mostly oriented towards teacher training, rather than teacher education.
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