“Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

Tajik, Leila; Mirhosseini, Seyyed‐Abdolhamid; Ramezani, Ameneh

doi:10.46743/2160-3715/2019.3413

Cited by 5 publications

(1 citation statement)

References 69 publications

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“…Regarding the process of becoming an English teacher, the tales of different stages of these teachers' language education life may suggest that teachers' perceptions and abilities—particularly including their views of the sociocultural relevance and significance of their roles—are not simply shaped through a teacher education program, let alone a week‐long course as in the case of Iranian language institutes (Ganji et al., 2018; Haghighi & Norton, 2017; Tajik, Mirhosseini, & Ramezani, 2019). Therefore, research focus on apprenticeship of observation alone; pre‐service student teachers' preparation alone; or novice teachers' early career experiences alone (e.g., Rosas‐Maldonado et al., 2021; Trent, 2011; Villegas et al., 2020) may not provide a comprehensive understanding of the breadth and depth of English language teacher practices, perceptions, and identities.…”

Section: Discussionmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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Although critical views of language education have redefined teacher roles, teachers' understanding of their own position within the ideological contestations surrounding language teaching is not widely investigated. This narrative study explores the perspectives of three Iranian English language teachers on the sociocultural roles and responsibilities that they may assume for themselves and examines how such perspectives are shaped. In extensive multi‐session narrative interviews, the participants shared their stories of becoming a teacher, starting from their retrospection on teacher roles during their language learning. Our narrative analysis depicts their different trajectories of shaping conceptions of language teachers' sociocultural roles in three stages: as a language learner, as a student teacher, and as a beginner teacher. On this basis, their narrative accounts of becoming English teachers appear to indicate that critical sociocultural views still play a marginal role in actual teacher preparation processes and the field needs to further embrace critical approaches to language teacher education aimed at raising English language teachers' awareness of their sociocultural responsibility. Moreover, our participants' narratives illustrate that understanding the genesis of language teachers' teaching philosophies requires a wide perspective of their long‐term background of learning (to teach) the language.

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Section: Discussionmentioning

confidence: 99%

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Mirhosseini

Bayat

2022

TESOL Quarterly

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Representation of Teacher Knowledge Base in Teacher Education Programs in Iran

Tajeddin

Norouzi

2022

Handbook of Research on Teacher Education

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The Use of Reflection-for-Action in Planning English Language Lesson at Primary School

Hashim¹,

Yusoff²

2020

ujer

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Teaching English language is a challenging task for p rimary school teachers. Teachers need to plan their lesson to match all levels of students in one class as there is no streaming classes allowed. This study exp lored how reflection-for-action to be used by the English language teachers at primary schools in Northern state of Peninsular Malaysia in planning their teaching starting fro m choosing lesson objectives, planning the activities and preparing the materials. Hence, this study also gathered another relevance data on principles, benefits, changes and stages of reflection which led the teachers to use reflection-before-action in teaching English language. There were six part icipants involved in this study, three of them were male. The part icipants were experienced teachers who teach English language at primary schools with more than eighteen years teaching experience. This study used semi-structured interviews to co llect the data. The researchers used thematic analysis to analyze the data. The findings revealed that reflection-fo r-action was very helpful to help the teachers to plan a meaningful lesson, to improve their teaching and to maximize their students' learning and knowledge of the target language. After applying reflection-for-action, the English language teachers managed to plan specific teaching activit ies to deliver specific skills in English language classroom to suit their teaching and learn ing contexts. Therefore, the four main themes found in this study contribute a recommendation for the teachers to learn and to use reflection-for-action dynamically to plan a meaningful lesson for mult iple intelligence students in the classroom. Hence, the findings also found that teachers need to apply theory in practice to plan and reason their lesson plan arrangements to fulfil the nature of teaching and learning process which needs them to attain the skills, objectives, knowledge, experiences, subject to be taught and the materials to be learned in the current teaching and learning context.

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“Now as a teacher”: Novice Teachers Reflect on English Language Teacher Education in Iran

Cited by 5 publications

References 69 publications

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Representation of Teacher Knowledge Base in Teacher Education Programs in Iran

The Use of Reflection-for-Action in Planning English Language Lesson at Primary School

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