Iranian High-School English Teachers’ Development

Among the prevailing channels for L2 teachers to develop professionally, in-service teacher education programs (INSTEPs), or continuing professional development (Johnson, 2004, p. 652), are echoed in the literature. The present study probed Iranian L2 teachers’ perceptions regarding the advantages and disadvantages of the current INSTEPs held by the ministry of Education. More specifically, the researchers examined various aspects of English teacher development, including the teachers’ appraisal of the current teacher evaluation scheme and the alternatives adopted by the teachers in order to update their pedagogic content and support knowledge. Data were collected through a questionnaire developed for the purposes of this study and administered to a representative sample of Iranian L2 teachers (n = 1,234) who participated in some formal teacher development events in Iran. The results indicated that self-reliance was practiced by the teachers and they highlighted the pressing need for improving their own general English proficiency. Further, the teachers voiced their dissatisfaction with the existing teacher evaluation system and worked for some alternatives. The findings may promise implications for planning and practice of the current Iranian INSTEPs and provide clues for further research directions

کلیدواژه ها:

English teacher education ، In-service teacher education ، Pedagogic content knowledge ، Support knowledge