Volume 3, Issue 4 (December 2021)
IEEPJ 2021, 3(4): 497-516 |
Back to browse issues page
1- PhD Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2- Assistant professor of TEFL, Qeshm branch, Islamic Azad University, Qeshm, Iran , Afraz1352@gmail.com
3- Assistant Professor, Department of English Language, Bandar-lengeh Branch, Islamic Azad University, Bandar-lengeh, Iran
2- Assistant professor of TEFL, Qeshm branch, Islamic Azad University, Qeshm, Iran , Afraz1352@gmail.com
3- Assistant Professor, Department of English Language, Bandar-lengeh Branch, Islamic Azad University, Bandar-lengeh, Iran
Abstract: (1274 Views)
Recently, with the growing interest in teachers’ professionalism, lots of scholars have focused on different aspects of professionalism in teaching. One of the main aspects of teachers’ professionalism, which is related to structural theory and competence-oriented perspective, is teachers’ professional skills which is considered as a dimension of effective teaching. This study aimed at developing a model of professional skills for Iranian EFL teachers. To this end, a qualitative design was used. For the purpose of data collection, individual and focus group interviews were conducted. The participants of the study consisted of 25 English as a Foreign Language (EFL) teachers who were teaching English at secondary level of high schools in Bandar Abbas, Iran. They were selected through purposive sampling because those teachers with more than ten years of teaching experience at secondary level of high schools were recruited in the study. To collect the data, first, the interviews were conducted. Then, the elicited responses were transcribed and codified according to Strauss and Corbin’s (1998) systematic steps of open, axial and selective coding. The findings revealed three major themes (interpersonal skills, principle skills, pedagogical skills), nine categories and twenty-seven subcategories. As an implication of the findings, EFL teachers are recommended to consider professional skills while teaching to improve their teaching as well as their students’ learning.
Keywords: Professional skills, Professional development, Professional practice, Teacher effectiveness
Type of Study: Original |
Subject:
Educational Psychology
Received: 2021/09/2 | Accepted: 2021/10/9 | Published: 2021/12/1
Received: 2021/09/2 | Accepted: 2021/10/9 | Published: 2021/12/1
References
1. Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. A. (2014). Introduction to research in education. USA: Cengage Learning.
2. Asadi, E., & Motallebzadeh, Kh. (2013). Classroom observation: A factor for Iranian EFL teachers' professional development and their students' achievements. Special Issue on Teaching and Learning, 2 (2), 523-532.
3. Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers' professional competence. In Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 25-48). Springer, Boston, MA. [DOI:10.1007/978-1-4614-5149-5_2]
4. Çelik, S., Arikan, A., & Caner, M. (2013). In the eyes of Turkish EFL learners: What makes an effective foreign language teacher? . Porta Linguarum, 20 ,287-297. [DOI:10.30827/Digibug.18114]
5. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage
6. Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2011). The act of teaching. New York: McGraw-Hill.
7. Demiroz, H., & Yesilyurt, S. (2015). Effective Foreign language teaching: Perceptions of prospective English language teachers. Universal Journal of Educational Research 3(11), 862-870. [DOI:10.13189/ujer.2015.031112]
8. Emmer, E. T., & Gerwels, M. C. (2005). Establishing classroom management for cooperative learning: Three cases. Online Submission. Paper Presented at the Annual Meeting of the American Education Research Association (63rd, Montreal, Canada, April 11-15, 2005)
9. Ghasemi, B., & Hashemi, M. (2011). The study of the characteristics of successful English language teachers from the view point of the English language students of Islamic Azad University, Hamedan Branch. Procedia-Social and Behavioral Sciences, 28, 411-415. [DOI:10.1016/j.sbspro.2011.11.078]
10. Green, K., & Jax, C. (2011). Problem solvers are better leaders: Facilitating critical thinking among educators through online education. Procedia-Social and Behavioral Sciences, 15, 727-730. [DOI:10.1016/j.sbspro.2011.03.173]
11. Gupta, A., & Lee, G. (2020). The effects of a site-based teacher professional development program on student learning. International Electronic Journal of Elementary Education, 12(5), 417-428. [DOI:10.26822/iejee.2020562132]
12. Hamid, M.O. (2010). Globalization, English for everyone and English teacher capacity: language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11 (4), 289-310. [DOI:10.1080/14664208.2011.532621]
13. Kabilan, M.K., & Veratharaju, K., 2013. Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education, 39 (3), 330-351. [DOI:10.1080/19415257.2012.762418]
14. Kaboodvand, M. A. (2013). Perceptions of effective language teaching in Iran. Doctoral thesis, University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/.../ ArfaKaboodvandM.pdf
15. Kalebic, S. C. (2005). Towards the development of standards in foreign language teacher preparation. In 30th Annual Conference ATEE.
16. Khojastehmehr, R, & Takrimi, A. (2009). Characteristics of effective teachers: Perceptions of the English teachers. Journal of Education & Psychology, 3(2), 53-66.
17. Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of emerging trends in educational research and policy studies, 3(1), 83-86.
18. Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. Tesol Quarterly, 40(1), 59-81. [DOI:10.2307/40264511]
19. Le, V. C., & Do, T. M. C., 2012. Teacher preparation for primary school English education: a case of vietnam. In: B. Spolsky and Y-I. Moon, eds. Primary school English-language education in Asia: From policy to practice (pp.106-121). New York, NY: Routledge.
20. Lin, S., Cheng, W., & Wu, M. (2015). Uncovering a connection between the teachers' professional development program and students' learning. Journal of Education and Practice, 6 (23), 17-26.
21. Mayahia, N., & Mayahib, F. (2014). "Isn't it our fault?" Teachers Language Knowledge and Skills. Procedia-Social and Behavioral Sciences, 98, 1119-1127. [DOI:10.1016/j.sbspro.2014.03.524]
22. Moradi, Kh., & Sabeti, G. (2014). A comparison of EFL teachers and EFL students' understandings of highly effective teaching. Procedia - Social and Behavioral Sciences, 98, 1204-1213. [DOI:10.1016/j.sbspro.2014.03.535]
23. Ngang, T. K., & Chan, T. C. (2015). The importance of ethics, moral and professional skills of novice teachers. Procedia-Social and Behavioral Sciences, 205, 8-12. [DOI:10.1016/j.sbspro.2015.09.004]
24. Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health services research, 34(5), 70-89.
25. Rubio, C. M. (2009). Effective teachers-professional and personal skills. Ensayos: Revista de la Facultad de Educación de Albacete, 24, 35-46.
26. Saberi, L., & Sahragard, R. (2019). Designing and validating teachers' professional development scale: Iranian EFL contexts in focus. International Journal of Instruction, 12(1), 1609-1626. [DOI:10.29333/iji.2019.121102a]
27. Saka, A. Z., & Saka, A. (2009). Student teachers' views about effects of school practice on development of their professional skills. Procedia-Social and Behavioral Sciences, 1(1), 1597-1604. [DOI:10.1016/j.sbspro.2009.01.281]
28. Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers' professional development. Teaching and Teacher Education, 101, 98-119. [DOI:10.1016/j.tate.2021.103305]
29. Sezer, S., Karabacak, N., Krkmaz, I., & Kucuk, M. (2019). School Administrators' opinions on professional values and Professional skills required to be gained to classroom teachers in in- Service training process. Journal of Theoretical Educational Science, 12(4), 1223-1238. [DOI:10.30831/akukeg.458061]
30. Shahvand, M., & Rezvani, E. (2015). Iranian EFL teachers' beliefs and practices on effective teaching: the case of gender and level of experience. IJRELT, 3 (2), 30-44.
31. Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English. English Language Teaching, 2(4), 130-143. [DOI:10.5539/elt.v2n4p130]
32. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.
33. Tudor, L. S. (2015). The role of school activities in training/development of the professional skills specific for the teaching profession. Procedia-Social and Behavioral Sciences, 180, 984-989. [DOI:10.1016/j.sbspro.2015.02.186]
34. Wichadee, S. (2010). Defining the effective English language teacher: Students' and teachers' perspectives. JALT 2009 Conference Proceedings. Tokyo: JALT.
35. Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research, 4 (5), 13-22. [DOI:10.19030/cier.v4i5.4234]
36. Wilden, E., & Porsch, R. (2017). The professional development of primary EFL teachers: National and international research. Waxmann Verlag.
37. Wragg, E. C. (Ed.). (1998). Classroom teaching skills: the research findings of the teacher education project. Psychology Press.
38. Yusof, F. M., & Halim, H. (2014). Understanding teacher communication skills. Procedia- Social and Behavioral Sciences, 155, 471-476. [DOI:10.1016/j.sbspro.2014.10.324]
39. Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International journal of foreign language teaching and research, 4(14), 36-51.
40. Zein, M.S. (2016). Professional development needs of primary EFL teachers: perspectives of teachers and teacher educators. Professional Development in Education, 1-21. [DOI:10.4324/9781315641447-2]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |