List of Articles Teacher Effectiveness

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  1 - Reconsidering the Global Criteria of Teacher Effectiveness in the Light of Learners' Perceptions and Experts' Observations
  Rezvan Shojaei mohammadsadegh Bagheri Ehsan Rassaei
  10.30495/jfl.2022.686700
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  2 - EFL Teachers’ Perceptions of Pluralistic Teacher Effectiveness: Iranian Teachers in Focus
  Fahimeh Karvandi Afshin Soori Mohammad Ali Ayatollahi
  Seeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Mo More

  Seeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Moreover, teacher effectiveness is a crucial factor in English as a Foreign Language (EFL) teaching/learning. Combining the two concerns, this study aimed at exploring EFL teachers’ perceptions of pluralistic teacher effectiveness. It benefited from a basic interpretive design. A group of 30 Iranian male and female EFL instructors participated in the present study, selected through convenient sampling from State and Azad universities in Iran. A one-on-one semi-structured interview was used to collect data. The data were analyzed using thematic analysis. Data analysis revealed the following perceptions of pluralistic teacher effectiveness among EFL teachers : Building Verbal Relations with all Students, Identifying Learning Styles of all Students, Mastery over Content in Different Fields, Teaching through Different Teaching Methods or Strategies, Showing Care and Support to all Students, Teaching Reflectively, Being Accountable, Generating a Friendly Class Environment, Using Technology, Having Motivational Skills, Using Diverse Assessment Methods, and Enacting Classroom Fairness. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners. Manuscript profile
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  3 - A Qualitative Study on Iranian EFL Teachers’ Perceptions of Critical Pedagogy-Based Teacher Effectiveness
  Shiva  Ghorbani Shahram Afraz Neda Fatehi Rad Fazlolah  Samimi
  One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions o More

  One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers. Manuscript profile
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  4 - Developing and Validating a Model of Pluralistic Teacher Effectiveness for Iranian EFL Teachers
  Fahimeh Karvandi Afshin   Soori Mohammad Ali Ayatollahi
  This study aimed to develop and validate a model of pluralistic teacher effectiveness for Iranian EFL teachers through an exploratory sequential mixed-method design. Two groups of participants took part in the present study. The first group who participated in the study More

  This study aimed to develop and validate a model of pluralistic teacher effectiveness for Iranian EFL teachers through an exploratory sequential mixed-method design. Two groups of participants took part in the present study. The first group who participated in the study included male and female Iranian English teachers (n=51 in the qualitative phase and n=196 in the quantitative phase) who were selected through available sampling from private language institutes in Iran. The second group consisted of male and female Iranian intermediate EFL learners (n=46 in the qualitative phase and n=201 in the quantitative phase) who were selected through available sampling from private language institutes in Iran. A one-on-one semi-structured interview and a closed-ended questionnaire were used to collect data. The data were analyzed using thematic analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's Alpha test. As revealed by the results, a pluralistic model of teacher effectiveness for Iranian EFL teachers emerged from the participants’ perceptions in three main categories including pluralistic classroom management, pluralistic pedagogy, and pluralistic ethics. Moreover, it was revealed that the developed model is valid and reliable. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners. Manuscript profile