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Professional development among English language teachers: challenges and recommendations for practice
Karim Sadeghi1, Jack C Richards2
1Bahcesehir University, Istanbul, Turkey.
Heliyon
|October 8, 2021
Summary
Professional development (PD) for English teachers in Iran varies significantly. Private institute teachers engage in diverse PD, while public school teachers participate minimally, often due to institutional requirements rather than intrinsic motivation.
Area of Science:
- Linguistics
- Education
Background:
- Professional development (PD) is crucial for language teacher efficacy and retention.
- Teacher participation in PD is sometimes driven by institutional mandates rather than professional growth.
Purpose of the Study:
- To investigate the types of PD activities undertaken by English teachers in Iran.
- To understand the motivations influencing teachers' participation in PD.
Main Methods:
- Qualitative study involving interviews with 24 English teachers (aged 24-50).
- Participants were from private language institutes and public high schools in Iran.
Main Results:
- Public school teachers engaged in limited PD activities.
- Private institute teachers utilized diverse PD methods, including online courses, educational videos, and ELT textbooks.
- Motivations for PD participation spanned from lack of motivation to career advancement goals, such as teaching at the university level.
Conclusions:
- Significant disparities exist in PD engagement between public and private sector English teachers in Iran.
- Teacher education programs should address the varied motivations and needs of teachers to enhance PD effectiveness.
Keywords:
English teachersIn-service trainingProfessional developmentTeacher educationTeacher motivationMore Related Videos
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