پایان نامه رشته زبان انگلیسی:An Investigation of the Iranian Foreign Language Teachers’ Knowledge and Performance Based on INTASC Model

متن کامل پایان نامه مقطع کارشناسی ارشد رشته :زبان انگلیس

عنوان : An Investigation of the Iranian Foreign Language Teachers’ Knowledge and Performance Based on INTASC Model


Islamic Azad University, Semnan Branch

Faculty of Literature and Humanities

Department of Foreign Languages

A Thesis Submitted in Partial Fulfillment of the

Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language

(TEFL)

 

An Investigation of the Iranian Foreign Language Teachers’ Knowledge and Performance Based on INTASC Model

 

Supervisor: N. Salehi, Ph D

Semnan-Iran

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Table of Contents

 

ACKNOWLEDGEMENT                                                                                                            VI

ABSTRACT                                                                                                                                   1

LIST OF TABLES                                                                                                                          2

CHAPTER 1:Background and Purpose

  • Introduction                                         3
  • Teacher Education 4

1.2.1Issues in Teacher Education                                                                                             4

1.2.2 Teacher Preparation                                                                                                         5

1.2.3 Pre-service Teacher Education

6                                                                                    1.2.4 In-service Teacher Education

8

1.3 Statement of the Problem                                                                                                         9

1.4 Significance of the Study                                                                                                        10

1.4.1 The Effect of Teachers on the Quality of Education                                                      11

1.4.2 Preparatory Programs                                                                                                      11

1.4.3 The Role of Policy Makers                                                                                              13

1.4.4 Postmodernism and English Education in Iran                                                                14

1.5 Research Questions                                                                                                                  16

1.6Limitations of the Study                                                                                                            17

1.7 Delimitations of the study                                                                                                        17

1.8Definition of Key Terms                                                                                                           18

1.8.1 Teacher Education                                                                                                                18

1.8.2 Knowledge                                                                                                                            19

1.8.3 Teacher Performance                                                                                                            19

1.8.4 INTASC Model Standards                                                                                                    20

CHAPTER2: Review of Literature

2.1 Introduction                                                                                                                              24

2.2 Schooling in Iran                                                                                                                      24

2.3Islamic Philosophy of Education                                                                                              26

2.4. The Importance of Understanding Educational Philosophies                                                28

2.5. Components of Teacher Preparation                                                                                      30

2.6.History: Teacher Education in Iran                                                                                          33

2.7. Teacher Education in Other Countries                                                                                    35

2.7.1Evaluation of Teacher Education in Turkey                                                                     36

2.7.2Evaluation of Teacher Education in India                                                                       37

2.7.3Evaluation of Teacher Education in Pakistan                                                                 37

2.8. Issues in the Investigation of Teachers                                                                                     37

2.8.1 Investigation of Teachers’ Knowledge                                                                              40

2.8.2 Investigation of Teachers’ Performance                                                                            43

2.8.3 Investigation of Teachers’ Disposition                                                                              44

2.8.4 Teacher Effectiveness                                                                                                       44

2.9 Evaluation of English Language Teachers                                                                              50

2.10. Globalization                                                                                                                        52

2.11Standards and Accountability                                                                                                 53

2.12 Chapter Summary                                                                                                                  54

 

CHAPTER 3 :Methodology

3.1. Overview                                                                                                                                 55

3.2.Subjects                                                                                                                                    55

3.3Instrument                                                                                                                                 57

3.3.1 The teacher’s Knowledge                                                                                              57

3.3.2 The teacher’s Performance                                                                                           57

3.4. Procedure                                                                                                                                57

3.5. Research Design                                                                                                                     58

3.6. Data Analysis                                                                                                                          59

3.7Chapter Summary                                                                                                                     59

CHAPTER 4 :Results and Discussion

4.1 Overview                                                                                                                                  60

4.2 Data Analysis                                                                                                                           60

4.2.1. Testing the Research Hypotheses                                                                                   61

4.2.1.1 Hypothesis 1                                                                                                         61

4.2.1.2 Hypothesis 2                                                                                                        63

4.2.1.3 Hypothesis 3                                                                                                       64

4.2.1.4Hypothesis 4                                                                                                        66

4.3 Discussion

4.3.1 Comparing the participants’ responses to knowledge                                                     67

4.3.2  Comparing the participants’ responses to performance                                                  71

4.4 Chapter Summary                                                                                                                    75

CHAPTER5 :Conclusion, Pedagogical Implications, and Suggestions for further Research

5.1.Overview                                                                                                                                  77

5.2Restatement of Findings                                                                                                           77

5.3Conclusions and Discussion                                                                                                     80

5.4 Pedagogical Implications                                                                                                        82

5.5. Suggestions for Further Research                                                                                           83

REFRENCES                                                                                                                                85

APPENDICES                                                                                                                               111

 

ABSTRACT

English teachers need to be well-equipped at both knowledge and performance levels to meet their needs in real teaching practices. This study was conducted to investigate the Iranian foreign language teachers’ knowledge and performance based on INTASC model standards. Two questionnaires (knowledge and performance) were adopted using INTASC (2011) model and used in this study. The participants of this study were 70 EFL Junior high school teachers of Tehran Province that selected randomly. This study investigated the levels of English teachers’ knowledge and performance and also revealed the relationship between teachers’ knowledge and performance, as well as, identifying the teachers’

knowledge could predict their performance. The results indicated the strong and weak points of English teacher education programs in Iran.


LIST OF TABLES

Table 3.1: Demographic information of the participant………………………………54

Table 4.1: Distribution of English Teachers’ Knowledge Score…………………………59

Table 4.2: Contingency Table for the knowledge Two-Way Chi-Square Analysis …60

Table 4.3: Distribution of English Teachers’ Performance Score……………………61

Table 4.4: Contingency Table for the Performance Two-Way Chi-Square Analysis..62

Table 4.5: Correlation Coefficient of Teachers’ Knowledge and Performance……. . 63

Table 4.6: Model of Regression Teachers’ performance Component…………….. …  64

Table 4.7: Statistics of Item8, 10, and 11………………………….….………………67

Table 4.8: Statistics of Item 29…………………………………..……………..….…..69

Table 4.9: Statistics of Item 14…………………………………….………….….……70

Table 4.10: Statistics of Item 40………………………………………………………72

Table 4.11: Statistics of Item 42…………………………………………..….………73

Table 4.12: Statistics of Item 3…………………………………………….…………74

 

CHAPTER I

Background and Purpose

1.1 Introduction

English is being treated as a world language because of its vast presence in schools all over the world. Students are being taught that English is an international language. School study is an important phase in students’ life (Kannan, 2009).

Students are the precious assets of any society. Well-being of society depends upon its students because these are the students who will take the responsibility of the success of the society in future and in achieving this goal, teachers play extremely important roles. They are the sources of guidance at many crucial steps in academic life. When teachers are qualified, they can perform their responsibilities with more concentration, devotion, and competence.

At the same time, education is one of the crucial elements in the life of all the human beings. According to Noordin and Jusoff (2009) societal expectations depends upon the successful running of the education system.

All the students around the world deserve qualified teachers. So, “there is a pressing need for education for teachers at all stages in their

careers which aims to prepare or upgrade teachers’ knowledge and skills” (Ballantyne, Sanderman, & Levy, 2008, p.10).

1.2 Teacher Education

The success of the educational system depends upon the involvement, effort, and the contribution of the academic staff or their professional expertise.

1.2.1 Issues in Teacher Education

The major issues that are discussed in teacher education according to Townsend and Bates (2007) are:

  • Globalization and diversity,
  • Standards and accountability,
  • Teacher preparation,
  • Teacher induction,
  • Continuous development of teachers,
  • The reflective practitioner, and
  • The impact of technology.

 

1.2.2 Teacher Preparation

Children make the future of every country and education is a future-oriented business because it aims to prepare the children for the future. So teacher education is even a more future-oriented business because it aims to prepare teachers for future educational purposes of future citizens (Zhao, 2010). Moreover, it is not just preparing any teacher that is important. It is very important to prepare the right teacher, with the right skills for the right situation (Townsend & Bates, 2007).

The term teacher education was traditionally used to mean pre-service teacher preparation before being a teacher and joining the teaching profession (Al-Weher& Abu-Jaber , 2007), but in this study “teacher education” and “pre-service teacher training programs” are used interchangeably.

Darling-Hammond, Wei, and Johnson (2008) demonstrate a relationship between teacher education and teacher effectiveness according to various ines of research. Teacher effectiveness affects student learning, so the importance of teacher preparation and teacher learning would become clear.

Moon, Brown, and Ben-Peretz(2000, p.733) have divided teacher education into three stages:

initial teacher education ( pre-service preparation before entering the classroom as a teacher),beginning teacher induction (the process of providing training and support during the first few years of teaching or the first year in a particular school),and continuing professional development (an in-service process for practicing teachers).

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