Volume 8, Issue 5 (Special Issues 2023)
IJREE 2023, 8(5): 112-126 |
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Ghorbani V, Zarabi H, Gharani N, Abbaszadehbooket M. (2023). The Critical Analysis of the Missing Links and Problems in Iran’s English Teacher Training Courses. IJREE. 8(5),
URL: http://ijreeonline.com/article-1-864-en.html
URL: http://ijreeonline.com/article-1-864-en.html
Department of English Language Teaching, Arak University
Abstract: (4908 Views)
This study critically analysed the missing links and problems in Iran's English teacher training courses. The research questions addressed the impact of the lack of emphasis on Second Language Acquisition (SLA) theories in teacher training courses, the perception and potential negative effects of the practicum component, and other factors that hindered effective teacher preparation and professional development. The study adopted an interpretivism paradigm and utilized an exploratory qualitative research approach. The participants consisted of English teachers who had completed Teacher Training Courses (TTC) in Iran. Convenience sampling was employed, and the researchers actively participated in 200 hours of TTC courses for participant observation. Data collection methods included interviews and participant observation. The data was analysed using inductive content analysis and thematic analysis. The findings indicated that SLA theories were de-emphasized in TTC, leading to limited knowledge and understanding of language acquisition processes. The practicum component was perceived negatively, with trainees experiencing pressure and anxiety. Other identified factors hindering effective teacher preparation included the short duration and intense coursework, financial constraints, limited impact of SLA theories on teaching approaches, and a lack of modern facilities hindering innovation. The pedagogical implications suggested enhancing the emphasis on SLA theories, redesigning the practicum component to create a supportive learning environment, addressing financial constraints, providing modern facilities, extending course duration, and fostering collaborative learning and peer support. The study provided valuable insights into the problems and offered suggestions for improving the effectiveness of English teacher training courses in Iran.
Keywords: Critical Analysis, (English) Teacher Training Courses, Missing Links, Second Language Acquisition (SLA) theories, Trainees
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This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)