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Showing 2 results for Teacher Training
Sasan Baleghizadeh, Morvarid Saeedi,
Volume 24, Issue 2 (9-2021)
Abstract
| With the rapid growth of online education, many language teachers are seeking to gain the necessary skills and knowledge to teach English language courses online. This study investigates the effectiveness of an online training program designed to enhance the pedagogical competencies of teacher trainees in online environments. A qualitative approach was adopted, and four experienced teacher trainers and 25 student-teachers who participated in the program during different semesters were selected as participants for in-depth, semi-structured interviews. The findings reveal that while both trainers and student-teachers expressed some level of satisfaction with the program's quality, some areas required improvement. The program's strengths included its well-organized course structure, comprehensive training on online platforms, and effective development of online teaching materials. However, participants reported a lack of training on different teaching methods, writing skill, and adequate real teaching practice for future online teachers. These results have significant implications for online teacher training programs in general. Although the online format has numerous advantages, it also poses particular challenges for teacher education. To better prepare teachers for the unique demands of online teaching, future online language teacher training programs should address these challenges. The insights gained from this study can inform the development of more effective online training programs and contribute to the advancement of online educational policies and reforms. |
Anis Askarpoor, Mansoor Ganji, Ali Beikian,
Volume 25, Issue 2 (9-2022)
Abstract
Teacher professional development plays a critical role in enhancing educational outcomes, with Teacher Training Courses (TTCs) serving as a primary avenue for improving teaching quality. This study evaluates the effectiveness of an English TTC conducted at the Iran Language Institute (ILI) by employing a concurrent mixed-methods approach. Data were gathered from TTC candidates, attendees, and ILI teachers to assess their expectations, immediate evaluation, and delayed evaluation of the TTC. Seven interviews with TTC candidates were conducted to capture expectations, while 69 questionnaires from attendees and 85 from ILI teachers provided immediate and delayed evaluations respectively. Both interviews and questionnaires were structured around the five standards of the California Standards for the Teaching Profession (CSTP), and the data were analyzed using content analysis and descriptive statistics. The findings indicate that candidates expected the TTC to focus on modern teaching techniques, syllabus design, classroom management, and supporting diverse learners. Besides, satisfaction levels were higher among female teachers and TTC attendees compared to male teachers and ILI teachers respectively. All in all, areas such as supporting diverse learners and professional development emerged with the lowest levels of satisfaction. These findings underscore the importance of tailoring TTCs to address specific needs, particularly in areas where satisfaction levels are suboptimal, to ensure the continued improvement of teaching quality and student outcomes.
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