Global Thoughts, Local Action: a case of comparative EFL teacher education

Document Type : Research Paper

Authors

1 PhD Candidate, Tarbiat Modares University

2 Associate Professor, Tarbiat Modares University

3 Associate Professor, Tarbiat Modarres University

Abstract

Teacher education is deemed to play a critical role in revolutionizing any education system. As a result, pre-service teacher education has received considerable attention in education systems world over. In the context of Iran, the process of teacher education has not been properly implemented and following their being recruited teachers would go directly to classes, without possessing adequate professional competencies. Hence, the present study intends to provide a comparative account of EFL pre-service teacher education in Iran and five other countries attempting to address applicable issues, criticisms, and constructive lessons to be learned from the relevant experiences of such countries. To this end, the study examines recruitment requiremnets, EFL teacher professional preparation and evaluation, and teaching practice in the Iranian context and those of other countries.In so doing, this study analyzed the existing documents and reports published by international and governmental organizations and previous research done relevant to the countries included in the study. The results indicated that almost all the five countries bear some resemblance to one another in pre-service teacher recruitment requirements. Iran and Japan, however, seem to have a more sensitive stance on teachers and conducting interviews with candidates than other countries.  Moreover, Germany and the U.S. appear to have built up a more sophisticated teacher education system compared to other countries. The results further revealed that the TEP program in Iran has made arrangements to keep up with the new trends in teacher education and has partly been successful in following in developed countries’ footsteps.

Keywords


Article Title [فارسی]

تفکرات جهانی، اقدامات محلی: مطالعه موردی مقایسه آموزش معلمان

Authors [فارسی]

  • مهدی رجایی نیا 1
  • غلامرضا کیانی 2
  • رامین اکبری 3
1 دانشجوی دکترا، دانشگاه تربیت مدرس
2 دانشیار، دانشگاه تربیت مدرس
3 دانشیار، دانشگاه تربیت مدرس
Abstract [فارسی]

آموزش معلمان نقش مهمی را در تحول هر سیستم آموزشی ایفا می‌کند. در نتیجه، آموزش پیش از خدمت معلمان در نظام‌های آموزشی سراسر جهان مورد توجه خاصی قرار گرفته است. در ایران، در سال‌های گذشته فرآیند آموزش معلمان به درستی انجام نگرفته است و پس از فارغ‌التحصیلی، معلمان بدون اینکه صلاحیت‌های موردنیاز را کسب کرده باشند راهی کلاس می‌شوند. از این رو، تحقیق حاضر بنا دارد به بررسی مقایسه‌ای آموزش معلمان در ایران و چهار کشور دیگر بپردازد تا بتواند موضوعات کاربردی و درسهای سازنده‌ای را از تجربیات این کشورها به دست آورد. برای اینکار، شرایط استخدامی، آموزش حرفه‌ای و ارزشیابی معلمان زبان انگلیسی و دوره کاروزی در کشور ایران، آلمان، آمریکا، ژاپن و سنگاپور مورد مطالعه قرار گرفتند. در این راستا، اسناد و گزارش‌های چاپ شده توسط سازمانهای دولتی و بین‌المللی و ادبیات مربوط به این کشورها مورد مطالعه قرار گرفتند. نتایج حاصل نشان داد که تشابهات زیادی بین پنج کشور در شرایط استخدامی وجود دارد. علاوه براین، به نظر می‌رسد آلمان و ایالات متحده نظام آموزش معلمان غنی‌تر و فرهیخته‌تری نسبت به سایر کشورها طراحی کرده‌اند. همچنین، نتایج حاکی از این هستند که سیستم آموزش معلمان در ایران سعی کرده است که همگام با پیشرفت‌های روز و کشورهای پیشرو در آموزش معلمان پیش برود و به میزان قابل قبولی در این زمینه موفق بوده است. بااین وجود، اگر ایران می‌خواهد که کلاسهای انگلیسی موثرتری داشته باشد، می‌بایست دوره‌های کارورزی منسجم‌تر و هدفمندتری را برنامه‌ریزی کند.

Keywords [فارسی]

  • آموزش پیش از خدمت معلمان انگلیسی
  • آموزش معلمان
  • دوره کارورزی
  • ارزشیابی پیش از خدمت معلمان
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