Perceptions Of Efl Teachers In Esfahan High Schools Towards Professional Knowledge And Skills Development Through Short Term In Service Programmes

Perceptions of EFL Teachers in Esfahan High Schools Towards Professional Knowledge and Skills Development Through Short-term In-service Programmes

EFL Teachers' Professional Development in Kurdistan

The area of teachers' professional development (TPD) is of growing interest. This research examines the current state of professional development programmes practiced by different educational stakeholders in Kurdistan region and suggests ways to address the shortcomings identified in those programmes. The research explores the general perception and perspectives of in-service teachers of English language towards their career development and their understanding on the primary responsibility in engaging teachers into such programmes, It also seeks to assess the degree to which teachers are willing to attend professional development courses and programmes, and the main motives behind such willingness or lack thereof. The study further investigates the challenges that hinder teachers PD as well as the types of teachers' professional development activities preferred by teachers to enhance knowledge and skills. This research study uses a mixed method, employing a survey questionnaire completed by 116 teachers and semi-structured interviews conducted with six stakeholders including teachers, trainers and ministerial officials. The findings reveal that participants generally have positive perceptions towards TPD but that they experience difficulties in coping with the existing issues in the application phase. It is also gathered from the results of the study that teachers suffer from various problems such as lack of financial resources, time and motivation, and opportunities. Therefore, they call for provision of sufficient aid by Ministry of Education. The findings of this study have significant implications for different involved parties as it encourages to reconsider the current approach in place and urges them to take necessary actions to meet expectations of EFL teachers in providing initiatives that best serve the purposes TPD programmes strive to achieve.

Iraqi EFL Teachers' Assessment Literacy

In current educational approaches, the purpose and functions of assessment have extended, and teachers are expected to have good knowledge of the principles of modern assessment. In line with this fact, the present study investigated the assessment literacy levels of Iraqi English language teachers through Classroom Assessment Literacy Inventory (CALI) based on the seven standards of teachers' assessment competence for educational assessment of students developed by the American Federation of Teachers, National Council on Measurement in Education and National Education Association (1990). The data were collected from 101 teachers working at secondary and preparatory schools of Suleymaniyah and Arbil governorates in the North of Iraq. The findings revealed that Iraqi English language teachers responded less than 15 correct responses out of 35 questions. According to the findings, teachers got the lowest score from standard seven (recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information). The highest score was from standard four (using assessment results when making educational decisions). Although 77% of teachers reported to have been adequately trained for assessment, the results revealed that they had low level of assessment literacy. Revisions in teacher preparation programs and preparation of professional training courses for in-service teachers are recommended.