An Exploration into Iranian Experienced EFL Teachers' Perceptions Toward a New Model of Teacher Supervision
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)اشرف منتصری 1 , رضا پژوهان دوست 2 , داوود قهرمانی 3
1 - دانشجوی دکترای گروه زبان انگلیسی، دانشکده زبانهای خارجی،دانشگاه آزاد اسلامی، واحد تهران مرکز، تهران،ایران
2 - گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار، ایران
3 - گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار، ایران
کلید واژه: experienced teachers, Four-Stages Supervision Model, Standard TPD Model, teachers' professional development (TPD),
چکیده مقاله :
This study explored experienced EFL teachers' perceptions of a four-stage supervision model administered to develop teachers' professionalism. The study participants were from 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. Through a semi-structured interview, 30 experienced teachers were randomly interviewed as population representatives, and the qualitative reports were thematically analyzed. The results represented that all the experienced teachers' professionalism was highly developed, and all of them were deeply satisfied with all the practices administered through this model. This study had some implications for policymakers, teacher supervisors, teachers, and school principals.
This study explored experienced EFL teachers' perceptions of a four-stage supervision model administered to develop teachers' professionalism. The study participants were from 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. Through a semi-structured interview, 30 experienced teachers were randomly interviewed as population representatives, and the qualitative reports were thematically analyzed. The results represented that all the experienced teachers' professionalism was highly developed, and all of them were deeply satisfied with all the practices administered through this model. This study had some implications for policymakers, teacher supervisors, teachers, and school principals.
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