The Effect of Teacher Supervision Through Standard TPD Model on Different Components of Professional Development of Iranian EFL Experienced versus Novice Teachers
محورهای موضوعی : Sociolinguistics Studies
Ashraf Montaseri
1
,
Reza Pajoohan Doost
2
,
Davood Ghahramani
3
1 - Department of English Language, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Garmsar Branch, Islamic Azad University, Garmsar, Iran
3 - Assistant Prof., Dept. of English Language, Garmsar Branch, Islamic Azad University, Garmsar, Iran
کلید واژه: Four-stage supervision model, Novice and experienced EFL teachers, Standard TPD Model, Teachers’ professional development (TPD), Teacher supervision,
چکیده مقاله :
Previous studies in the Iranian EFL context reported that supervisors apply autocratic observation and restrict teachers without providing any helpful recommendations, they also claimed that EFL teachers supposed supervisors as fault finders and supervision practices as paperwork. The purpose of this study is to examine the effect of a new four-stage teacher supervision model through a Standard TPD Model on different components of professional development of Iranian EFL experienced versus novice teachers. The participants of the study were 100 novice and 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. After the distribution of the TPD questionnaire, the participants’ classes were observed, and appropriate feedback was given, A gathering was held, and all the information regarding the procedure of a TPD course was declared. After that, the participants attended a TPD course through which all the components and subcomponents of the standard TPD model were taught theoretically and practically, thereafter the second series of observations were carried out, and the same TPD questionnaire was distributed again. Finally, 30 experienced and 30 novice teachers as representatives of the population were randomly interviewed. Quantitative results revealed that supervision through the Standard TPD Model had a significantly positive effect on all the main and sub-components of professional development in the Iranian experienced and novice EFL teachers and the two groups were not significantly different, except for the sub-component of lesson presentation. This study had some implications for the policy-makers, school principals, teacher supervisors, and teachers.
Previous studies in the Iranian EFL context reported that supervisors apply autocratic observation and restrict teachers without providing any helpful recommendations, they also claimed that EFL teachers supposed supervisors as fault finders and supervision practices as paperwork. The purpose of this study is to examine the effect of a new four-stage teacher supervision model through a Standard TPD Model on different components of professional development of Iranian EFL experienced versus novice teachers. The participants of the study were 100 novice and 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. After the distribution of the TPD questionnaire, the participants’ classes were observed, and appropriate feedback was given, A gathering was held, and all the information regarding the procedure of a TPD course was declared. After that, the participants attended a TPD course through which all the components and subcomponents of the standard TPD model were taught theoretically and practically, thereafter the second series of observations were carried out, and the same TPD questionnaire was distributed again. Finally, 30 experienced and 30 novice teachers as representatives of the population were randomly interviewed. Quantitative results revealed that supervision through the Standard TPD Model had a significantly positive effect on all the main and sub-components of professional development in the Iranian experienced and novice EFL teachers and the two groups were not significantly different, except for the sub-component of lesson presentation. This study had some implications for the policy-makers, school principals, teacher supervisors, and teachers.
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