چکیده:
Teacher training programs in Iran have undergone extensive investigations and modifications since the establishment of educational institutions. This interest in teacher education has emerged from the innovative approaches to teaching suggested by the trends and findings of the time. Regarding the importance of curriculum evaluation in the EFL teacher education, this study mainly focused on the adequacy and effectiveness of the latest EFL pre-service teacher education curriculum through the eyes of the key stakeholders. Both quantitative and qualitative data were used in the study. The participants of the study were 227 teachers, teacher educators, and senior student teachers. The data were gathered through a 35-item Likert scale questionnaire on the curriculum courses with stated objectives for each course and semi-structured interviews. The findings revealed that the latest curriculum was adequately laid out and positively evaluated by the participants in terms of pedagogic and linguistic competence although there were some shortcomings and slight differences in the participants' perceptions. There were some slight perceptual differences among the participants. The findings of this study may provide some helpful suggestions for promoting the latest EFL pre-service teacher education curriculum.
خلاصه ماشینی:
Evaluation of the Latest Pre-Service Teacher Education Curriculum in EFL Context: A Testimony of Teachers, Teachers Educators and Student Teachers' Perspectives Mohammad Nabi Ranjbari 1, Hossein Heidari Tabrizi 2*, Akbar Afghari 3 1 PhD Candidate in TEFL, Department of English, Isfahan (Khorasgan) Branch, Islamic 2 Associate Professor, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 3 Associate Professor, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Received: 2019/02/22 Accepted: 2019/06/23 Abstract: Teacher training programs in Iran have undergone extensive investigations and modifications since the establishment of educational institutions.
Studies of ELT in Iran have addressed foreign language policies (Kiany, Mirhosseini & Navidinia, 2011), problems in foreign language teaching (Jahangard, 2007; Pishghadam & Saboori, 2014), curriculum planning and practice (Atai & Mazlum, 2013), or effectiveness of specific methodologies (Hayati & Mashhadi 2010).
Salihoglu (2012) explored the beliefs of English Language pre-service teachers and their instructors on the effectiveness of an educational program at a Turkish university within the evaluation framework by Peacock (2009).
Celen and Akcan (2017) conducted a study to evaluate the English Language Teacher Education practicum offered at a state university in Turkey to discover: a) the strengths and weaknesses of the program; and b) the needs and problems experienced by student teachers.
Instruments This study made use of both questionnaire and semi-structured interview to explore the participants' views on the adequacy and effectiveness of the latest English pre-service teacher education curriculum (LTEC).