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An Investigation into the Elements of the International English Language Testing System: Instructors' Success

100%
Ghaemi H., Kargozari H.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 1
84-98
EN
Educating for a more sustainable future in its broadest sense includes improving quality basic education, reorienting education to address sustainability, improving public awareness and providing training to many sectors of society. In order to reorient teacher education to address sustainability, we need to examine the major tenets of sustainable development and apply them to education and teacher education. This study reports on an exploratory study into the distinctive characteristics of International English Language Testing System (IELTS) instructors. Six IELTS instruction institutes in Iran were selected. Totally, there were 122 students studying IELTS, distributed in 18 classes available in these institutes, and 15 teachers were teaching IELTS preparation courses there. All 18 classes were videotaped to be used and analysed in more detail. In addition, three questionnaires were developed for the purpose of identifying the most frequently occurring practices and strategies. The questionnaires were filled in by researchers, students and the teachers themselves. The results of the study demonstrated that knowledge and command of the target language, an ability to organize, explain, clarify, arouse, sustain interest and motivation among students, fairness to students by showing neither favouritism nor prejudice and availability to students were among the most significant characteristics and qualities of a successful IELTS instructor.
2
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Measuring Teachers’ Reflection: Development and Validation of a Reflective Teaching Test

100%
Moghaddam R. G.
The New Educational Review
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2023
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vol. 74
89-111
EN
As the importance of reflective teaching is increasingly acknowledged, the need for its assessment is seen more essential. This study designed and validated a scale measuring reflective teaching in an EFL context. In doing so, a test comprising of 24 scenarios in a multiple-choice format was developed and administered to 120 Iranian EFL teacher participants. The scale’s reliability was obtained to be 0.75 using Cronbach’s alpha. In order to determine the construct validity of the tentative test, it was subjected to a series of factor analysis. The findings showed that the newly designed test could be used to measure reflective teaching. Some implications were suggested in the context of language teaching.
3
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EFL Teachers’ Reflective Teaching: A study of its Determinants, Consequences, and Obstacles

86%
Tabassi F., Ghanizadeh A., Beigi P. G.
Polish Psychological Bulletin
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2020
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vol. 51
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issue 3
4
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WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES

58%
Droździał-Szelest K.
Neofilolog
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2019
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issue 52/1
159-177
EN
This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
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