Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Iran: Integrating Curriculum Development with Teacher Education

By the beginning of the ۲۰۱۳, a change including changes of the all pieces of the English education section was directed in the Iranian high school curriculum. This study set off to investigate the perspectives on Iranian teachers about the progressions brought into the schooling strategy of the country since instructors as end-point strategy laborers assume a crucial part in the achievement or disappointment of any curricular movement. Utilizing information from semi-organized interviews, the study looked to dive into how EFL teachers at the instruction level figured out changes affected at the convergence of strategy and practice. Normal examples and topics were distinguished and introduced at the degree of information investigation. Notwithstanding accepting the changes, the outcomes showed that the teachers detected that they had been passed on their own in carrying out approach into practice and that the proposed changes were not comprehensive. They further clearly stated various obstacles in the method of strategy authorization and tracked down the strength of a negative teach-to-the-test culture, restricted help accessible and infrastructural challenges.

کلیدواژه ها:

EFL ، language education policy ، curricular innovation