نمایش مختصر رکورد

dc.contributor.authorBoojari, Aidaen_US
dc.contributor.authorMoradkhani, Shahaben_US
dc.contributor.authorWeisi, Hiwaen_US
dc.date.accessioned1402-06-04T04:35:04Zfa_IR
dc.date.accessioned2023-08-26T04:35:05Z
dc.date.available1402-06-04T04:35:04Zfa_IR
dc.date.available2023-08-26T04:35:05Z
dc.date.issued2023-07-01en_US
dc.date.issued1402-04-10fa_IR
dc.date.submitted2022-11-12en_US
dc.date.submitted1401-08-21fa_IR
dc.identifier.citationBoojari, Aida, Moradkhani, Shahab, Weisi, Hiwa. (2023). Efficacy of L2 teacher education programs: A comparison of public and private sectors in Iran. Teaching English Language, 17(2), 39-68. doi: 10.22132/tel.2023.369483.1409en_US
dc.identifier.issn2538-5488
dc.identifier.issn2538-547X
dc.identifier.urihttps://dx.doi.org/10.22132/tel.2023.369483.1409
dc.identifier.urihttp://www.teljournal.org/article_175362.html
dc.identifier.urihttps://iranjournals.nlai.ir/handle/123456789/1024176
dc.description.abstractThe study is an attempt to evaluate and compare teacher education programs (TEPs) in Farhangian University and private language institutes in Iran. The data were collected from 142 Iranian EFL teachers through a questionnaire and focus group interviews. The results of multiple independent samples t-tests showed that teacher educators in private language institutes performed better in preparing teachers compared to teacher educators in Farhangian University, while no considerable difference was found in the other five subscales of the TEPs (i.e. program structure, program courses, psychology and cognition, professional development, and knowledge base), and the overall teacher education programs in Farhangian University and private language institutes; nonetheless, teachers in private language institutes recorded higher mean scores in all the subscales than their counterparts from Farhangian University, indicating that private language institutes performed slightly better in preparing EFL teachers. Additionally, based on the interview data, various categories of suggestions were developed for improving the TEPs from several aspects including the length of the programs, teacher educators, content knowledge, practice-based education, reflection and professional development, and program courses. The implications for L2 teacher education, policymakers, and teacher educators are discussed, along with some suggestions for additional research.en_US
dc.format.extent432
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherTeaching English Language and Literature Society of Iran (TELLSI)en_US
dc.publisherانجمن آموزش زبان و ادبیات انگلیسی ایران (تلسی)fa_IR
dc.relation.ispartofTeaching English Languageen_US
dc.relation.ispartofTeaching English Languagefa_IR
dc.relation.isversionofhttps://dx.doi.org/10.22132/tel.2023.369483.1409
dc.subjectEFL teachersen_US
dc.subjectFarhangian Universityen_US
dc.subjectLanguage institutesen_US
dc.subjectteacher education programsen_US
dc.titleEfficacy of L2 teacher education programs: A comparison of public and private sectors in Iranen_US
dc.typeTexten_US
dc.typeOriginal Articleen_US
dc.contributor.departmentRazi Universityen_US
dc.contributor.departmentRazi Universityen_US
dc.contributor.departmentRazi Universityen_US
dc.citation.volume17
dc.citation.issue2
dc.citation.spage39
dc.citation.epage68
nlai.contributor.orcid0000-0002-2129-4453


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