About this paper

Appears in:
Page: 2878 (abstract only)
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

THE IMPACT OF PRE-SERVICE REFLECTIVE TEACHER TRAINING ON IRANIAN TEACHER APPLICANTS’ ATTITUDES TOWARDS MAJOR ELT COMPONENTS

Z. Seifoori1, H. Rafieyan2, A. Hamed Barghi3

1Department of English Language, College of Literature and Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran (IRAN)
2Godis Educational Institute (IRAN)
3University of Tehran (IRAN)
Reflective teaching entails a change in teachers’ attitudes towards major components of English language teaching (ELT) which might begin to emerge during a meticulously designed training program in which prospective teachers are actively engaged in various reflective activities. The aim of this study was to explore the impact of such a pre-service reflective teacher training course on 30 Iranian male and female teacher applicants’ attitudes towards five fundamental components of ELT. The participants had been recruited from 100 applicants based on their scores on a TOEFL PBT and a structured oral interview. A likert scale teachers’ belief questionnaire, designed based on the course content and piloted with a sample of 12 similar student teachers, was administered at the onset of the sixty-hour training course and after it was over. The questionnaire included five major sections eliciting teachers’ attitudes towards professionalism, teachers’ roles, lesson planning, learners’ roles and classroom management. The course comprised similar modules that were presented interactively by first raising questions, then offering a model for the participants to observe and evaluate and finally by assigning similar teaching demonstration tasks which were performed by individual participants and observed and evaluated collaboratively. Paired samples t-test of the data obtained indicated significant changes in the teachers’ attitudes towards some of ELT components. The findings highlight the need for reflective task-based teacher training courses that can actively engage teacher applicants in the reflective process of self/peer-evaluation and have significant implications for educators and teacher training organizations.
@InProceedings{SEIFOORI2014IMP,
author = {Seifoori, Z. and Rafieyan, H. and Hamed Barghi, A.},
title = {THE IMPACT OF PRE-SERVICE REFLECTIVE TEACHER TRAINING ON IRANIAN TEACHER APPLICANTS’ ATTITUDES TOWARDS MAJOR ELT COMPONENTS},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {2878}}
TY - CONF
AU - Z. Seifoori AU - H. Rafieyan AU - A. Hamed Barghi
TI - THE IMPACT OF PRE-SERVICE REFLECTIVE TEACHER TRAINING ON IRANIAN TEACHER APPLICANTS’ ATTITUDES TOWARDS MAJOR ELT COMPONENTS
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 2878
EP - 2878
ER -
Z. Seifoori, H. Rafieyan, A. Hamed Barghi (2014) THE IMPACT OF PRE-SERVICE REFLECTIVE TEACHER TRAINING ON IRANIAN TEACHER APPLICANTS’ ATTITUDES TOWARDS MAJOR ELT COMPONENTS, EDULEARN14 Proceedings, p. 2878.
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