An Exploration into Iranian Experienced EFL Teachers' Perceptions Toward a New Model of Teacher Supervision

Journal of Language, Culture, and Translation

دوره 5، شماره 2، فروردین 2023، صفحه 190-217   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/lct.2023.1996461.1100

نویسندگان

Ashraf Montaseri¹؛ Reza Pajoohan Doost^{* 2}؛ Davood Ghahremani²

¹Ph.D. Candidate, Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

²Assistant Professor, Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran

چکیده

This study explored experienced EFL teachers' perceptions of a four-stage supervision model administered to develop teachers' professionalism. The study participants were from 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. Through a semi-structured interview, 30 experienced teachers were randomly interviewed as population representatives, and the qualitative reports were thematically analyzed. The results represented that all the experienced teachers' professionalism was highly developed, and all of them were deeply satisfied with all the practices administered through this model. This study had some implications for policymakers, teacher supervisors, teachers, and school principals.

کلیدواژه‌ها

Experienced Teachers؛ Four-Stages Supervision Model؛ Standard TPD Model؛ teachers' professional development (TPD)