Conceptualization of Iranian EFL Teachers’ Perceptions of Their Professional Learning Practices: Implications for Teacher Development

Faranak Shapouran; Roya Ranjbar Mohammadi Bonab; Mohammad Hossein Yousefi; Hassan Asadollahfam

Articles in Press, Accepted Manuscript, Available Online from 26 January 2024

  Teachers' professional learning plays an important role in their attempt to change their teaching practices; however, few studies have been conducted on how teachers prepare themselves for the vast initiatives in ameliorating students' outcomes. This study aimed to explore EFL teachers’ perceptions ...  Read More

Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise

Mandana Zolghadri; Homa Jafarpour Mamaghani

Volume 9, Issue 1 , January 2022, , Pages 29-51

  The variability of the professional knowledge and skills required for diverse pedagogical contexts makes second language teaching effectiveness a complicated issue and teaching ineffectiveness a common concern among EFL practitioners. Notwithstanding the scholarly consensus on this matter, the roots ...  Read More

From Sociocultural Epistemology to Transformative Pedagogy: Contributions of Collaborative Action Research through Dialogic Mediation in Teacher Professional Development

Farzad Mashhadi; Reza Biria; Ahmadreza Lotfi

Volume 7, Issue 2 , May 2020, , Pages 51-75

  The preparation of English teachers to teach is a complex and multitudinous undertaking. Traditionally, in line with positivist paradigm which has focused on notion of transfer, teacher education has been concerned with depositing bodies of pre-defined information to teachers and has considered teachers ...  Read More

Investigating the Barriers to Teachers’ Professional Development in an EFL Context

Hassan Soodmand Afshar; Shabnam Ghasemi

Volume 7, Issue 2 , May 2020, , Pages 101-122

  As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. ...  Read More