Revisiting an Anti-Machiavellian model for teacher education: A critical perspective

Abstract

This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice.

Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program

“…Given that, this bottom-up teacher education approach is compatible with peer coaching which is a bottom-up PD tool (Joyce & Calhoun, 2010;Soodmand Afshar & Doosti, 2022). Therefore, by integrating these two bottom-up approaches, the coach, protégé and educational system benefit from a move towards a more critical self-directed teacher PD (Kamali, 2024;Koay, 2023). Second, since the Galperin model underscores the importance of social interaction in the learning process, it is in line with the ultimate purpose of peer coaching programs to provide opportunities for teachers to collaborate, share ideas and learn from each other's experiences (Hargreaves & Fullan, 2012;Orland-Barak & Wang, 2021).…”