رشته زبان انگلیسی An Investigation of the Iranian Foreign Language Teachers’ Knowledge and Performance Based ... |
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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
یک مطلب دیگر :
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
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[چهارشنبه 1399-07-30] [ 09:24:00 ق.ظ ]
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