چکیده:
This research reports on how EFL teachers feel about their education based on knowing,analyzing, recognizing, doing, and seeing (KARDS) modular model. The researcher employed convenient sampling to choose 15 teachers. Due to the closure of schools in the pandemic era and the online nature of courses, English teachers are only available online or in meetings at the university. A KARDS questionnaire was used to record the teachers’ views. The questionnaire was researcher-made and it was either handed in the meetings or sent via e-mail or other routes. The data gathered showed that though the English teachers had the knowledge necessary about their jobs, most of them lacked the necessary insight required in terms of the 5 modules of education in L2 teaching. The data seem to imply that ELT education programs in Iran are mostly oriented towards teacher training, rather than teacher education.
خلاصه ماشینی:
A Reflection on How EFL Teachers in Iran Feel About Their Education: A Modular Model (KARDS) Perspective International Journal of Foreign Language Teaching and Research, 9 (37), 185-194.
ir Abstract This research reports on how EFL teachers feel about their education based on knowing, analyzing, recognizing, doing, and seeing (KARDS) modular model.
In the field of teacher education, the role of teachers is conceptualized and recognized as participants of a learning community, learners in teaching activities, and agents who constantly develop and construct identity in professional contexts.
But the main turn in teacher training was that of Kumaravadivelu in his knowing, analyzing, recognizing, doing, and seeing (KARDS) modular model about language teacher education for a global society.
Even from a sociocultural perspective, learning how to teach is not a matter of acquisition of knowledge, but it is mostly a process of professional identity construction (Nguyen, 2008; Varghese, Morgan, Johnston, & Johnson, 2005) and a priority in teacher education programs (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004).
VII) has been reflected in several studies including critical and transformative teacher education (Hawkins & Norton, 2009) effect on student teachers’ critical awareness of the formation and function of power relations in society (Hawkins, 2004), encouragement of future teachers’ critical thinking on their own identity and status in society (Stein, 2004) and kinds of pedagogical connections between teacher educators and prospective teachers (Toohey & Waterstone, 2004).
Research on second language teacher education: A sociocultural perspective on professional development.
Teaching and learning in the language teacher education course room: A critical sociocultural perspective.