چکیده:
The primary foundation of teacher evaluation is establishing standards for assessing the optimal characteristics of qualified teachers. The present study aimed at exploring standards of professional competence of adult-level Iranian EFL teachers in the private sector and developing a questionnaire to assess their professional competence. To this end, initially, the members of the professional community including teacher trainers, supervisors, teacher educators, and teachers themselves were selected and interviewed to set standards through adapting TESOL (2003) standards of professional EFL teachers. Content analysis of the interviews showed that the members of the professional community recognized 38 performance indicators out of 65 performance indicators suggested by TESOL (2003) as appropriate, inclusive, and necessary to evaluate Iranian in-service EFL teachers' professional competences in the private sector. Then, a self-assessment questionnaire was designed to evaluate the professional competence of Iranian EFL teachers in the private sector. The questionnaire was administered to 344 EFL teachers in order to examine its reliability and construct validity. The results indicated that the aforementioned questionnaire is a valid and reliable measure of the professional competence of Iranian EFL teachers in the private sector. Researchers hope the emerged standards and the newly-developed instrument would be eventually implemented at national level to secure consistency in EFL teachers’ quality assurance in the private sector.
خلاصه ماشینی:
Exploring Standards and Developing a Measure for Evaluating Iranian EFL Teachers’ Professional Competence in the Private Sector ID: IJEAP-1707-1062 MaliheAlsadat Mousavi1 Mahmood Reza Atai2 Esmat Babaii3 Received: 22/04/2016 Accepted: 09/08/2016 Available online: 01/11/2016 Abstract The primary foundation of teacher evaluation is establishing standards for assessing the optimal characteristics of qualified teachers.
Content analysis of the interviews showed that the members of the professional community recognized 38 performance indicators out of 65 performance indicators suggested by TESOL (2003) as appropriate, inclusive, and necessary to evaluate Iranian in-service EFL teachers' professional competences in the private sector.
Research Questions The present study was conducted to explore the quality standards of professional competence of adult-level Iranian EFL teachers in the private Chabahar Maritime University Iranian Journal of English for Academic Purposes ISSN: 2476-3187 IJEAP, (2016) vol.
Initially, Iranian EFL teacher educators, in-service EFL supervisors, in-service EFL teacher trainers, and in-service EFL teachers who studied at PhD level and taught in the private sector were selected purposively to be the members of the professional community in order to assess and contextualize teacher evaluation standards.
Consequently, the decision was made to run confirmatory factor analysis through using PCA for the five components of the questionnaire including EFL teachers' professional competences in describing language and understanding language acquisition and development processes, planning, managing, and implementing instruction, assessment skills, intercultural skills, and professionalism skills separately, since each competence itself has more than 5 items and takes into account different theoretical background or components.