فهرس المقالات Novice teacher

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  1 - Iranian EFL Teachers’ Beliefs and Practices on Effective Teaching: The Case of Gender and Level of Experience
  Mahsa Shahvand Ehsan Rezvani
  This study was an attempt to investigate Iranian EFL teachers’ beliefs about effective teaching in foreign language classrooms. More specifically, the study addresses the need for a clear understanding of the role of teaching effectiveness in EFL classrooms by loo أکثر

  This study was an attempt to investigate Iranian EFL teachers’ beliefs about effective teaching in foreign language classrooms. More specifically, the study addresses the need for a clear understanding of the role of teaching effectiveness in EFL classrooms by looking at Iranian EFL teachers’ own beliefs. To this end, 90 Iranian EFL instructors of the English language voluntarily participated in the study. A closed-ended questionnaire was employed as a prime quantitative data collection tool to investigate teachers’ beliefs about effective teaching in EFL classrooms. The respondents answered the three parts of the “Effective Teacher” questionnaire. The data analysis indicated 1) there was no significant difference in teaching effectiveness between male and female Iranian EFL teachers, 2) there was no significant difference between experienced and novice Iranian EFL teachers’ stated beliefs regarding their effective teaching, and 3) there was no significant relationship between Iranian EFL teachers’ beliefs about effective teaching and their practice of effective teaching. تفاصيل المقالة
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  2 - English Teacher Education Programs and Professionalism: The case of Iranian Novice/Experienced Teachers
  Hossein Aghaalikhani Parviz Maftoon
  10.30486/relp.2018.538776
  A key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education program to dev أکثر

  A key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education program to develop independently after graduation from pre-service teacher educations. The purpose of this study was to investigate English teacher education programs and their effects on novice/experienced English language teachers' professionalism in Iran. The researchers used purposeful sampling to select 150 participants from five Farhangian University Branches in Iran (2016-2017). For this purpose, a computerized questionnaire was constructed and validated. A one-way ANOVA indicated that out of the four dimensions of professionalism-- professional development, reflection, responsibility, and ethics-- only two-- professional development and reflection-- were statistically significant for both novice and experienced teachers. The programs had positive impact on teachers' professional development and reflection. The study has implications for teacher educators, developers of instructional materials, and syllabus designers in the context of Iran. تفاصيل المقالة
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  3 - Early Career vs. Long Career Iranian EFL Teacher’s Identity Perception
  Hamid Allami Nazila Soleymani
  10.30486/relp.2021.1937973.1298
  Language Teachers’ awareness of their identity can affect their professional development and efficiency. Research proves that such awareness is subject to change over time due to the institutional and dynamic educational contexts. This study aimed at investigating أکثر

  Language Teachers’ awareness of their identity can affect their professional development and efficiency. Research proves that such awareness is subject to change over time due to the institutional and dynamic educational contexts. This study aimed at investigating the perception of identity by the early career vs. long career Iranian EFL teachers. A Likert-scale questionnaire consisting of 30 items was developed and administered to 120 novice and experienced teachers to inquire about teacher identity. Factor analysis was employed to obtain six factors of interpretable structure including career identity, interactional identity, institutional identity, professional identity, situated identity, and personal identity. The most significant factor perceived by both novice teachers and experienced teachers was situated identity and the least significant was recognized to be the institutional identity. The results showed that there is a medium relationship between years of teaching experience and identity. A small relationship was also found between teachers' gender and identity. تفاصيل المقالة
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  4 - Seasoned and Novice English Teachers’ Perceptions of ‘Prospect 2’: A Critical Exploratory Study on Teaching Experience
  Hossein Issaee Hamed Barjesteh
  10.30495/jntell.2023.1998077.1080
  When a textbook is developed and used for an English Language Teaching (ELT) context, its evaluation is even more important because its pedagogical value needs to be determined (Richards, 2007); however, ELT teachers’ perceptions regarding a particular textbook ma أکثر

  When a textbook is developed and used for an English Language Teaching (ELT) context, its evaluation is even more important because its pedagogical value needs to be determined (Richards, 2007); however, ELT teachers’ perceptions regarding a particular textbook may differ based on their teaching experience or academic degree. Considering a model provided by McDonough and Shaw (1993) based on external and internal evaluation of textbooks, this study aims to evaluate ‘Prospect 2’, the main English textbook for 8th-grade of junior high-schools in Iran. In effect, 400 EFL teachers were randomly invited from three provinces of Iran (i.e., Mazandaran, Gilan, and Golestan) to participate in the study. The Participants were divided into two groups of 1) the seasoned teachers with over 10 years, and 2) the novice teachers with less than 10 years of teaching experience, in order to explore their perspectives on (non)alignment between their attitudes in teaching experience at ‘Prospect 2’. A 54-five-point Likert-scale questionnaire was adopted and submitted to both groups. Employing SPSS, the teacher-researchers analyzed the data, and it was revealed that the teaching experience does affect the perceptions of ELT teachers regarding the evaluation of a particular textbook. While seasoned teachers were not satisfied with some crucial aspects of ‘Prospect 2’, and believed it has not met its pedagogical objectives, the novice group revealed moderate satisfaction. However, a number of similar themes such as the lack of authentic language, variant dialects, motivating illustrations, and poor printing, to name but a few, were reported by both groups. تفاصيل المقالة
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  5 - A Comparison of Professional Knowledge between Expert and Novice Iranian EFL Teachers at Iranian Language Institutes and Universities
  Mahbubeh Yazdanpanah Rahman Sahragard
  This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and أکثر

  This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning. تفاصيل المقالة
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  6 - Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy
  سمیرا بشیری نسرین حدیدی تمجید زهره سیفوری
  Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and te أکثر

  Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and teaching. However, only limited number of studies has been awarded to what leaner autonomy mean to teachers. This study addressed the gap and investigated novice and experienced teachers’ beliefs regarding learner autonomy. Forty teachers participated in two groups who were grouped based on their teaching experiences as novice and experienced teachers. A questionnaire which was adapted from British Council was administered to elicit the teachers’ beliefs regarding learner autonomy. The independent samples t-test analysis of the data revealed a significant difference between novice and experienced teachers beliefs. The findings of the present study may have some implications for teachers in promoting learner autonomy in their classes, in general, and involving learners in the process of teaching and learning, in particular. تفاصيل المقالة
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  7 - Narrative Formation of Teacher Identity from the Perspective of Complexity Theory
  Saeed Ayiewbey Mehdi Sarkhosh
  10.30495/jfl.2023.706290
  Teacher identity has been studied from several perspectives. However, the present study makes an attempt to investigate the process of identity formation through narrative telling from the framework of complexity theory. In a case study design semi-structured interview أکثر

  Teacher identity has been studied from several perspectives. However, the present study makes an attempt to investigate the process of identity formation through narrative telling from the framework of complexity theory. In a case study design semi-structured interview data and teacher-produced diaries of a novice Iranian English teacher were analyzed in order to identify attractors of identity formation. As a result, four major attractors that had the strongest effect on the process of identity formation were detected. Then the mechanisms through which these attractors exerted influence on identity formation are discussed. Finally, it has been argued that narrative construction of identity requires the individual to stress different aspects of their identity at different times; and that the phase shifts that occurred when the identity system moved in the direction of another attractor were triggered by the moment-to-moment requirements of narrative formation. The findings are followed by a discussion of pedogogical and theoretical implications. تفاصيل المقالة
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  8 - Effects of Collaborative and Prescriptive Models of Observation on Iranian Novice vs. Experienced EFL Teachers’ Perception of their Self-Efficacy
  Masoumeh Karimi Mehdi Vaez-Dalili
  10.30495/jfl.2022.686592
  This study intended to compare the effects of prescriptive and collaborative models of observation on EFL teachers’ perception of their self-efficacy. From among 80 participants, 40 teachers, including 20 novice and 20 experienced teachers, were randomly assigned أکثر

  This study intended to compare the effects of prescriptive and collaborative models of observation on EFL teachers’ perception of their self-efficacy. From among 80 participants, 40 teachers, including 20 novice and 20 experienced teachers, were randomly assigned to the collaborative observation group (experimental group) and another group of 40 teachers, which comprised of 20 novice and 20 experienced teachers, were randomly assigned to the prescriptive observation group (control group). A sequential explanatory design was employed so that both quantitative and qualitative data collection/analysis procedures could be employed. The quantitative data were collected through The Ohio State Teacher Efficacy Scale (OSTES) (Tschannen-Moran & Hoy, 2001), and the qualitative data were elicited through semi-structured interviews. The results of both quantitative and qualitative data revealed (i) the significant difference between prescriptive and collaborative observation in terms of teachers’ perception of their self-efficacy, and that (ii) in the collaborative observation group, there was a significant difference between novice and experienced teachers’ perception of their self-efficacy. The study has implications for both teachers and teacher educators, suggesting that collaborative observation could enhance EFL teacher development. تفاصيل المقالة
• حرية الوصول المقاله
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  9 - Expert and Novice Iranian EFL Teachers’ Professional Knowledge at Iranian Language Institutes and Universities
  Mahbubeh Yazdanpanah Rahman Sahragard
  This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and أکثر

  This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study carried out by Yazdanpanah and Sahragard (2017). This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are more or less similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning. تفاصيل المقالة
• حرية الوصول المقاله
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  10 - Emotional Feelings of Iranian Novice and Experienced EFL Teachers Toward Colleagues, Educational Staff, Professional Networks and Student's Progress
  Masoud  Hashemi Peyman Rajabi Abbas Bayat
  The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people أکثر

  The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people). The Persian version of the TES questionnaire was used to measure the emotional feelings of the participants toward their professional lives. About 80% of the novice teachers reported having the first stage of emotional feeling: fantasy. They described various fantasies about their students, the parents, and the school staff and the pleasant or unpleasant environments they think they will have in their future classrooms. This stage (unrealistic positivism) seemed quite pleasing to them since students and their parents respected them for their hard work, and no one wanted to misbehave. Moreover, 79% of novice teachers reported experiencing the "survival" stage, in which they fought for their professional identity and a sense of worth among students and colleagues, and 92 % reported a sense of failure when their students failed their classes. تفاصيل المقالة