Non-Native EFL Teacher Educators’ Pedagogical Roles: Language Institute Managers’ Perceptions

Research in English Language Pedagogy

مقاله 5، دوره 12، شماره 1، اسفند 2024، صفحه 1-20   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.30486/relp.2023.1987352.1466

نویسندگان

Zahra Zamani¹؛ Minoo Alemi^{* 1}؛ Zia Tajeddin²

¹Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran

²Tarbiat Modares University, Tehran, Iran

چکیده

The pedagogical roles of teacher educators (TEs) in recruiting and educating future language teachers have recently gained attention among language researchers and scholars. Hence, this study set to investigate the pedagogical roles of Iranian non-native teacher educators (TEs) in educating preservice and in-service EFL teachers from the viewpoint of language institute managers. To this end, following a qualitative survey research design, a total of 30 institute managers were selected via the snowball sampling method and engaged in semi-structured, in-depth interviews. The participants’ responses were voice recorded and then thematic analysis was conducted to extract the main themes and subcomponents. The findings of the study showed that institute managers assigned three main instructional roles to TEs: holding preservice/in-service teacher education courses, revising the assessment system, and designing effective language syllabuses. Accordingly, language institute managers believed that effective TEs should not only be responsible for running teacher education courses but also engage in the evaluation process by checking and revising the testing procedures and designing and developing relevant instructional syllabuses in cooperation with educational managers of the institutes. The pedagogical findings of the study are also discussed.

کلیدواژه‌ها

EFL Teacher Educators (TEs)؛ Language Institute Managers؛ Pedagogical Roles؛ Perceptions؛ Teacher Education

مراجع

Arnott, S. & Vignola, M.-J. (2018). The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio. Journal of Immersion and Content-Based Language Education, 6(2), 321-345. https://doi.org/10.1075/jicb.17008.arn

Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting washback: A case study. System, 30(2), 207-223. https://doi.org/10.1016/S0346-251X(02)00005-2

Banegas, D., & Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98(3), 102474. https://doi.org/10.1016/j.system.2021.102474

Bax, S. (1997). Roles for a teacher educator in context-sensitive teacher education. ELT Journal, 51(3), 232-241. https://doi.org/10.1093/elt/51.3.232

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Burke, B. D., & Ceo-DiFrancesco, D. (2022). Recruitment and retention of world language teacher education majors: Perspectives of teacher candidates. Foreign Language Annals, 55(2), 333-360. https://doi.org/10.1111/Óan.12613

Chuang, C. C., Reinke, W. M., & Herman, K. C. (2020). Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors. School Psychology, 35(2), 128-136. https://doi.org/10.1037/spq0000351

Cochran, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2019). Educating teacher educators: International perspectives. The New Educator, 16(1), 5-24. https://doi.org/10.1080/1547688X.2019.1670309

Creswell, J. W. (2018). Research design: Qualitative and quantitative and mixed methods approaches. Sage Publications. 

Cutcliffe, J. R., & McKenna, H. P. (1999). Establishing the credibility of qualitative research findings: the plot thickens. Journal of Advanced Nursing, 30(2), 374-380. https://doi.org/10.1046/j.1365-2648.1999.01090.x

Dafouz, E. (2018). English-medium instruction and teacher education programs in higher education: Ideological forces and imagined identities at work. International Journal of Bilingual Education and Bilingualism, 21(5), 540-552. https://doi.org/10.1080/13670050.2018.1487926

Donitsa-Schmidt, S. & Ramot, R. (2020). Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 37(1), 47-66. https://doi.org/10.1080/02607476.2020.1799708

Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality preservice teacher mentor: A literature review. Teaching and Teacher Education, 92(1), 72-103.  https://doi.org/10.1016/j.tate.2020.103072

Farrell, T. (2022). TESOL teacher education: A reflective approach. Edinburg University Press.

Guberman, A., & Mcdossi, O. (2019). Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership. European Journal of Teacher Education, 42(4), 507-522. https://doi.org/10.1080/02619768.2019.1628210

Guskey, T. R. (2000). Evaluating professional development. Corwin Press.

Harrison, J. & McKeon, F. (2008). The formal and situated learning of beginning teacher educators in England. European Journal of Teacher Education, 31(2), 151-168. https://doi.org10.1080/02619760802000131

Ironsi, C. S. (2021). EFL program management in Turkish educational context: Qualitative case study. International Journal of Asian Education, 2(1), 25-36. https://orcid.org/10.46966/ijae.v2i1.82

Izadnia, M. (2014). Teacher educators’ identity: A review of literature. European Journal of Teacher Education, 37(4), 426-441. https://doi.org/10.1080/02619768.2014.947025

Johnson, K. E., & Golombek, P. R. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research, 24(1), 116-127. https://doi.org/10.1177/136216881877753

Lunenberg, M., Korthagan, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586-601. https://doi.org/10.1016/j.tate.2006.11.001

Lunenberg, M., Murray, J., & Smith, K. (2017). Collaborative teacher educator professional development in Europe: different voices, one goal. Professional Development in Education, 43(4), 556-572. https://doi.org/10.1080/19415257.2016.1206032

MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2018). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, 37(1), 1-14. https://doi.org/10.1080/19415257.2018.1529610

Makovec, D. (2018). The teachers’ role and professional development. International Journal of Cognitive Research in Science, Engineering, and Education; 6(2), 33-46. https://doi.org/10.5937/ijcrsee1802033M 

Markowitz, N. L., & Bouffard, S. M. (2020). Teaching with a social, emotional, and cultural lens: A framework for educators and teacher educators. Harvard Education Press.

Marpa, E. P. (2023). Preservice teachers’ perceived philosophies of education in the context of outcome-based teacher education curriculum. International Journal on Studies in Education, 5(1), 27-41. https://doi.org/10.46328/ijonse.78

Moses, I., Admiraal, W. F. & Berry, A.K. (2016). Gender and gender role differences in student teachers’ commitment to teaching. Social Psychology of Education, 19(4),475-492.

Ostovar-Namaghi, A., & Hosseini, M. (2019). Exploring foreign language teachers’ recruitment criteria: A qualitative study. The Qualitative Report, 24(4), 731-753. https://doi.org/10.46743/2160-3715/2019.3314

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145-1174. https://doi.org/10.1007/s11423-019-09645-8

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.

Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators' professional learning: A literature review. Teaching and Teacher Education, 75(1), 93-104. https://doi.org/10.1016/j.tate.2018.06.003

Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 102, 103322. 1-9. https://doi.org/10.1016/j.tate.2021.103303

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841

Smith, K. (2003). So, what about the professional development of teacher educators? European Journal of Teacher Education, 26(2), 201-215. https://doi.org/10.1080/0261976032000088738

Smith, C., Masson, M., Spiliotopoulos, V., & Kristmanson, P. (2022). A Course or a pathway? Addressing French as a second language teacher recruitment and retention in Canadian BEd programs. Canadian Journal of Education, 24(1), 1-29. https://doi.org/10.53967/cje-rce.5515

Tack, H., & Vanderlinde, R. (2014). Teacher educators’ professional development: Towards a typology of teacher educators’ researcherly disposition. British Journal of Educational Studies, 62(3), 297-315. http://dx.doi.org/10.1080/00071005.2014.957639

Wernicke, M. (2019). Toward linguistically and culturally responsive teaching in the French as a second language classroom. TESL Canada Journal, 36(1), 134-146. https://doi.org/10.18806/tesl.v36i1.1306

Yuan, R., Lee, I., De-Costa, P., Yang, M., & Liu, S. (2022). TESOL teacher educators in higher education: A review of studies from 2010 to 2020. Language Teaching, 55(4), 434-469. https://doi.org/10.1017/S0261444822000209