An Evaluation of In-service Training Courses Held for Iranian ‎EFL Teachers

Maryam Saadatmand, Mohsen Shahrokhi

Abstract


The aim of this study was to check teachers’ satisfaction regarding in-service training courses held for EFL teachers in Iran. A quantitative design was used in this study to collect EFL teachers’ ideas. The sample comprised 57 teachers that were selected non-randomly; they had MA and BA in ELT and included both permanent and contract teachers in the Ministry of Education working in Isfahan, Iran. A questionnaire was used as the instrument for the collection of data in written form. The data collected through the questionnaire were subjected to statistical analysis using SPSS. The results indicated that the Iranian EFL teachers were significantly satisfied with in-service training programs held for them. Moreover, novice Iranian EFL teachers were more satisfied with in-service training programs compared to their experienced counterparts. The study provided implications for policy makers, teacher trainers, and EFL teachers.


Keywords


In-service Training Course, EFL Teacher, Evaluation

Full Text:

PDF

References


Alkhawaldeh, A. H. (2005). Jordanian English Language Teachers Awareness of ‎Language Learning Theories and Teaching Methods. Mu’tah Lil-Buhuth Wad-‎Dirasat, 20 (7).‎

Bazargan, A. (2006). Educational Evaluation. Samt Publishing Center.‎

Ball, S., Junemann, C., & Santori, D. (2017). Globalisation and education policy mobility. ‎UK: Routledge.‎

Birjandi, P., & Derakhshan, A. (2010). Teachers’ perceptions of the present and ‎Optimum status of the in-service EFL teacher preparation programs. English ‎Language Teaching, 3(4), 47-57.‎

Chiachi, P. (2003). Methods of in-service education. Tehran: Mobin publication.‎

Daloğlu, A. (2004). A professional development program for primary school English ‎language teachers in Turkey: designing a materials bank. International Journal ‎of Educational Development. 24(6), 677-690.‎

Eghtesadi, A. R. & Hassanabadi, S. (2016). An Evaluation of In-Service Training Courses ‎for the Seventh Grade English Package for Iranian Schools (Prospect 1). Journal ‎of Applied Linguistics and Language Research, (3)5, 130-143.‎

Hashemain, M., & Azadi, G. (2014). EFL teachers’ understanding of the teaching portion ‎of INSET programs. RALs, 5(1), 61-76.‎

Kailani, T. Z. (2004). A Synthesized Pedagogical Methodology for English Classroom ‎Interaction.‎

Khaniyan S., & Rabi M. (2006). Planning and training of human resources (principles ‎and procedures). Tehran: Mehrberna.‎

Klassen, R. M. & Chiushow, M. M. (2010) Effects on Teachers’ Self -Efficacy and Job ‎Satisfaction: Teacher Gender, Years of Experience, and Job Stress. Journal of ‎Educational Psychology, 102 (3), 741–756.‎

Koç, E. M. (2016). A general investigation of the in-service training of English language ‎teachers at elementary schools in Turkey. International Electronic Journal of ‎Elementary Education, 8(3), 455-466.‎

O’Sullivan, M. C. (2001). The inset strategies model: an effective inset model for ‎unqualified and underqualified primary teachers in Namibia. International ‎Journal of Educational Development, 21, 93-117.‎

Peck, J. & Theodore, N. (2015). Fast Policy: Experimental Statecraft at the Thresholds of ‎Neoliberalism. Minneapolis: University of Minnesota Press.‎

Pirmehtar, S. & Omidian, F. (2014). The Effectiveness of In-service Training Courses on ‎the Sixth Grade Teachers of Andimeshk City. World Scientific News, 2, 1-9.‎

Tavakoli, T. (2010). Evaluating the need for in-service training courses in human ‎resource management, Electronic Journal of Libraries and Museums, 1(4), 1-5.‎

Yazan A. A. A. S. & Muhamad, K. K. B. A. (2010). An evaluation of Jordanian EFL ‎teachers’ in-service training courses teaching techniques effectiveness. English ‎Language Teaching, 3(4), 17-27.‎


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Journal of Applied Linguistics and Language Research