ارزشیابی صلاحیت حرفه ای مدرسین زبان انگلیسی سطح بزرگسال در بخش خصوصی آموزش زبان ایران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 پیام نور

2 دانشگاه خوارزمی

چکیده

چکیده
هدف اصلی ارزشیابی استاندارد-محور تضمین کیفت و مسئولیت‌پذیری معلمان در محیطهای آموزشی است. این پژوهش سعی در ارزشیابی صلاحیت حرفه‌ای معلمان سطح بزرگسال شاغل در آموزشگاه‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌های خصوصی ایران دارد. بدین منظور، 385 معلم شاغل به خدمت در اقصی نقاط ایران به پرسشنامه خودارزیابی معلمان زبان (نویسنده و همکاران، 2016) پاسخ دادند. به علاوه، با 25 نفر از آنها در مناطق مختلف مصاحبه شد و 32 نفر از این معلمان در حین تدریس در تهران و حومه تهران مشاهده شدند. نتایج تحقیق حاضر نشان دهنده نقاط ضعف و قوت معلمان زبان انگلیسی سطح بزرگسال شاغل در بخش خصوصی در پنج مولفه توصیف زبان و درک فرایند فراگیری و رشد زبان، مهارت بین‌فرهنگی، مهارت ارزیابی، مهارت برنامه‌ریزی، به‌کارگیری، و مدیریت کلاس، و مهارت حرفه‌ای است. نتایج تحقیق حاضر دارای کاربردهای مهمی برای سیاستگذاران ، برنامه ریزان ، اساتید، و مربیان معلمان در رشته آموزش زبان انگلیسی است.
واژه های کلیدی: ارزشیابی معلم، شاخصه عملکرد، بخش خصوصی، استانداردهای کیفی، توان حرفه ایی

کلیدواژه‌ها


عنوان مقاله [English]

Evaluating Professional competence of adult-level EFL teachers in the Iranian English language teaching private sector

چکیده [English]

Abstract
Quality assurance and accountability of EFL teachers in the educational context are the main aims of standard-based evaluation. This study aimed at evaluating professional competence of in-service adult-level EFL teachers in the private sector. To this end, the self-assessment questionnaire was responded by 385 EFL teachers working in the private sector in South, North, East, West, and Center of Iran. Moreover, 32 EFL classes in the private sector were observed in Tehran and Suburbs of Tehran and 25 EFL teachers working in private sector in different parts of Iran were also interviewed. Indeed, the findings of the present study unraveled the strength and weakness of adult-level EFL teachers in five domains of professional competence including describing language and understanding language acquisition and development processes, intercultural skill, assessment skill, professionalism skills, and planning, implementing, and managing instruction. The results of the present study may have potentially significant implications for Iranian ELT policy making, ELT program development, teacher education, and teacher training.

کلیدواژه‌ها [English]

  • Key words: Teacher Evaluation
  • Performance Indicator
  • private sector
  • Quality Standards
  • Professional Competence
منابع
Akbari, R., & Yazdanmehr, E. (2011). EFL teachers’ recruitment and dynamic assessment in private language institutes of Iran. Journal of English Language Teaching and Learning, 8, 29-51.
Aliakbari, M. (2002). Culture in language teaching (doctoral dissertation). University of Isfahan, Isfahan, Iran.
Althuhami, A.D.A.R. (2011). Evaluating EFL intermediate teachers' performance in the light of quality standards in Saudi Arabia. (Master’s thesis, Taif University, Kingdom of Saudi Arabia). Retrieved from http://files.eric.ed.gov/fulltext/ ED525726.pdf
Atai, M.R., Babaii, E., & Mousavi, M. (2016). Exploring standards and developing a measure for evaluating Iranian EFL teachers’ professional competence in the private sector.  Manuscript submitted for publication.
Beziat, T.L.R., & Coleman, B.K. (2015). Classroom assessment literacy: Evaluating pre-service teachers. The Researcher, 27 (1), 25-30.
Burden, P., & Troudi, S. (2007). An evaluation of student ratings of teaching in Japanese university context. In C. Coombe, M. Al-Hamly, P. Davidson, & S. Troudi (Eds.), Evaluating teacher effectiveness in EFL/ESL contexts (pp. 152-167). Ann Arbor, Michigan: University of Michigan Press.
Castro, P., Sercu, L., & Garcia, M. C. M. (2004). Integrating language-and-culture teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104.
Coniam, D., & Falvey, P.  (2005). High-stakes testing and assessment: English language teacher benchmarking. In J. Cummins, & Ch. Davison (Eds.), International handbook of English language teaching (pp. 457-4470).  New York, NY: Springer.
Dahmardeh, M. (2009). English language teaching in Iran and communicative language teaching (Unpublished doctoral dissertation).  The university of Warwick, Warwick, United Kingdom.
Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 11-19). London: British Council.
Davidson, P. (2007).   Faculty attitudes toward three methods of evaluating teacher effectiveness.  In C. Coombe, M. Al-Hamly, P. Davidson, & S. Troudi (Eds.),          Evaluating teacher effectiveness in EFL/ESL contexts (pp. 183-199). Ann Arbor, Michigan: University of Michigan Press.
Davison, Ch., & Cummins, J. (2007). Assessment and evaluation in ELT: Shifting paradigms and practices. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 415-421).  New York, NY: Springer.
Eken, D.K. (2007).  An exploration of teaching effectiveness: An attempt to define the less easy definable. In C. Coombe, M. Al-Hamly, P. Davidson, & S. Troudi (Eds.), Evaluating teacher effectiveness EFL/ ESL contexts (pp. 167-183), Ann Arbor, Michigan: University of Michigan Press.
Golebostan, H. (2003). Evaluating English proficiency of English majors in teacher training universities and higher education centers in Tehran. Foreign Language Teaching Journal, 17 (67), 4-8.
Haddad Narafshan, M., & M. Yamini. (2011). Policy and English language teaching in Iran. The Iranian EFL Journal, 7 (5), 179–89.
Hamdan, A. R., Ghafar, M. N., & Hwe Li, L. T. (2010). Teacher competency testing among Malaysian school teachers. European Journal of Social Sciences, 12 (4), 610-611.
Hayati, A.M., & Mashhadi, A. (2010). Language planning and language-in-education policy in Iran. Language Problems and Language Planning, 34 (1). 24-42.
Johnson, J., & Poulter, M. (2015). Teachers’ language competence: Issues of appropriation and appropriacy.  In R. Wilson & M, Poulter (Eds). (179-198). Assessing language teachers’ professional skills and knowledge. UK: Cambridge University Press.
Kazemi, A.,& Soleimani,N. (2013).On Iranian EFL teachers' dominant teaching styles in private language centers: Teacher- centered or student- centered?International Journal of Language Learning and Applied Linguistics World, 4(1), 193-202.
Kaufman, D. (2007).  A multidisciplinary approach to assessment in teacher education. In C. Coombe, M. Al-Hamly, P. Davidson, & S. Troudi (Eds.), Evaluating teacher effectiveness in EFL/ESL contexts (pp. 25-39). Ann Arbor, Michigan: University of  Michigan Press.
Kiely, R., & Rea-Dickins, P. (2005).  Program evaluation in language education. Hampshire, United Kingdom: Palgrave McMillan.
Luo, M., & Dappen, L. (2004). Mixed-methods design for an objective-based evaluation of a magnet school assistance project. Evaluation and Program Planning, 28, 109-118.  
 Murphey,T., & Yaode,Q. (2007). A Coherent approach to faculty appraisal. In C. Coombe, M. Al-Hamly, P. Davidson, & S. Troudi (Eds.), Evaluating teacher effectiveness in EFL/ESL contexts (pp. 89-106). Ann Arbor, Michigan: University of Michigan Press.
Navidnia, H. (2013).  English language teacher performance appraisal in Iranian high schools: Improving evaluation and feedback process (Unpublished doctoral dissertation).  Tarbiat Modares University, Tehran, Iran.
Nezakat-Alhossaini, M., & Ketabi, S. (2013).  Teacher training system and EFL classes in Iran.  Procedia  of Language Studies Conference, Turkey, 526-536.
Ostovar-Namaghi, S.A. (2013).  Language teachers' perceptions of evaluation criteria in Iran. The Reading Matrix, 13 (1), 45-60.
Peterson, K.D. (2000).  Teacher evaluation: A comprehensive guide to new directions and practices. Thousand Oaks, CA: Crown Press.
Rea-Dickens, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.
Riazi, A. (2005).  The Four language stages in history of Iran. In A, M.Y. Lin, & P.W. Martin (Eds.), Decolonization, globalization: language in education policy and Practice (PP. 98-115). Clevedon, England: Multilingual Matters.
Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17, 55-72.
Stoynoff, S. (2007). Building a context- specific teacher evaluation system for an ESL Program.  In C. Coombe, M. Al-Hamly, P. Davidson, & S.  Troudi (Eds.), Evaluating teacher effectiveness in EFL/ESL contexts (pp.106-119).  Ann Arbor, Michigan: University of Michigan Press.
TESOL. (2003).TESOL / NCATE program standards: Standards for the accreditation of initial programs in P-12 ESL teacher education. Alexandria, VA. 
Thaine, C.  (2004). The assessment of second language teaching.  ELT Journal, 58 (4), 336-345.
Weir, C., & Robert, J. (1994). Program evaluation in ELT. Oxford: Blackwell.
Yarmohammadi, L. (2000). Reflections on the treatment and contextualization of pronunciation:  Practices and language functions in the pre-university textbooks in Iran. Journal of Teaching Languages, 1(3), 1-21.