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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Ghasem Tahimash, Saja, Khany, Reza, Shoja, Leila. (1402). Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2024.58933.2578
Saja Ghasem Tahimash; Reza Khany; Leila Shoja. "Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study". سامانه مدیریت نشریات علمی, , , 1402, -. doi: 10.22034/elt.2024.58933.2578
Ghasem Tahimash, Saja, Khany, Reza, Shoja, Leila. (1402). 'Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2024.58933.2578
Ghasem Tahimash, Saja, Khany, Reza, Shoja, Leila. Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study. سامانه مدیریت نشریات علمی, 1402; (): -. doi: 10.22034/elt.2024.58933.2578

Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 دی 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2024.58933.2578
نویسندگان
Saja Ghasem Tahimash1؛ Reza Khany* 2؛ Leila Shoja3
1English Language Teaching, Ilam University, Ilam.
2English language Teaching, Ilam University, Ilam
3English Language Teaching, Ilam University, Ilam, Iran.
چکیده
This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs that prioritize continuous learning, knowledge and skills updates, subject matter expertise, and technology integration in teaching practices. The study reveals challenges faced by the ELT teachers in participating in TPD programs, such as the need for innovative and updated programs, practical application focus, budget constraints, and high-quality facilitation. The characteristics of a good TPD program from the perspective of ELT teachers were also discussed, emphasizing the importance of addressing immediate needs, incorporating the latest trends and innovations, aligning with international standards, and providing support systems and collaboration opportunities. In addition, the study highlighted the motivation of the ELT teachers for professional development and the need for targeted programs to support their specific needs. Finally, suggestions were made and implications were discussed.
کلیدواژه‌ها
TPD؛ ELT؛ Teachers؛ schools
آمار
تعداد مشاهده مقاله: 71


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