English Teacher Training Courses in Iranian Private Language Institutes: Issues and Options

Autor/inn/en	Ganji, Mansoor; Ketabi, Saeed; Shahnazari, Mohammadtaghi
Titel	English Teacher Training Courses in Iranian Private Language Institutes: Issues and Options
Quelle	In: Issues in Educational Research, 28 (2018) 2, S.367-384 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; English (Second Language); Teacher Education Programs; College Second Language Programs; Private Schools; Language Teachers; Qualitative Research; Data Collection; Web Sites; Observation; Questionnaires; Semi Structured Interviews; Data Analysis; Grounded Theory; Coding; School Schedules; Teaching Methods; Knowledge Level; Course Content; Barriers; Creativity; Certification; Trainees; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Private school; Privatschule; Language teacher; Sprachunterricht; Qualitative Forschung; Data capture; Datensammlung; Web-Design; Beobachtung; Fragebogen; Auswertung; Codierung; Programmierung; Schulzeiteinteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Kursprogramm; Kreativität; Abschlusszeugnis; Zertifizierung; Auszubildender; Weibliche Auszubildende
Abstract	This study aims to paint a vivid picture of the English teacher training courses held in Iranian private language institutes, both to critically analyse their aims and content, and to find their strengths and weaknesses. In line with this, qualitative data were gathered through information available on 34 institutes' websites, narrative observations of 24 sessions, open-ended questionnaires filled out by supervisors in 37 institutes, and semistructured interviews conducted with six English teachers and six teacher trainers. The data were analysed using a grounded theory approach (open, axial, and selective coding). The findings indicated that these courses offered a very convenient schedule, focused on practical teaching techniques, and were based on the institutes' needs. However, they suffered from problems such as the trainees' low knowledge of general English and teaching methodology, lack of a written syllabus, focusing on received rather than experiential knowledge, stifling the teachers' creativity, and lack of experienced and certified teacher trainers. A number of practical suggestions are given for the reconsideration of the course aims and content so that they can be made more suitable for the Iranian context and further involve the trainees. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01