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Expectations, Satisfaction, and Long-term Impact: Evaluating the English Teacher Training Course at the Iran Language Institute
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Anis Askarpoor   , Mansoor Ganji , Ali Beikian |
| Chabahar Maritime University |
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Abstract: (5531 Views) |
Teacher professional development plays a critical role in enhancing educational outcomes, with Teacher Training Courses (TTCs) serving as a primary avenue for improving teaching quality. This study evaluates the effectiveness of an English TTC conducted at the Iran Language Institute (ILI) by employing a concurrent mixed-methods approach. Data were gathered from TTC candidates, attendees, and ILI teachers to assess their expectations, immediate evaluation, and delayed evaluation of the TTC. Seven interviews with TTC candidates were conducted to capture expectations, while 69 questionnaires from attendees and 85 from ILI teachers provided immediate and delayed evaluations respectively. Both interviews and questionnaires were structured around the five standards of the California Standards for the Teaching Profession (CSTP), and the data were analyzed using content analysis and descriptive statistics. The findings indicate that candidates expected the TTC to focus on modern teaching techniques, syllabus design, classroom management, and supporting diverse learners. Besides, satisfaction levels were higher among female teachers and TTC attendees compared to male teachers and ILI teachers respectively. All in all, areas such as supporting diverse learners and professional development emerged with the lowest levels of satisfaction. These findings underscore the importance of tailoring TTCs to address specific needs, particularly in areas where satisfaction levels are suboptimal, to ensure the continued improvement of teaching quality and student outcomes. |
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| Keywords: California Standards for the Teaching Profession (CSTP), evaluation, Iran Language Institute (ILI), teacher education, teacher training |
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Full-Text [PDF 359 kb]
(14839 Downloads)
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Type of Study: Research |
Subject:
Special
Accepted: 2022/09/1 | Published: 2022/09/1
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