Teacher educators’ perceptions of Teacher Quality Standards: Any congruence between local and global standards?
Keywords:Global standards, teacher educators’ perceptions, Teacher Quality (TQ), teacher standards
This study examined English as a Foreign Language (EFL) teacher educators’ perceptions of teacher quality and determine the similarities and differences between such qualities and global standards. To this aim, 130 teacher educators were asked to fill a Teacher Quality questionnaire, there was a semi-structured interview with 13 teacher educators, and 10 teacher educators were involved in writing narratives regarding the quality standards they applied in their training sessions. Based on the results, teacher educators found teacher qualities like patience, voice quality, and versatility as the most crucial ones. Besides, there was a significant difference between global teacher quality standards and local ones in Iran. The value of qualities such as personal and professional conduct and knowledge of the disciplines was in line with global standards. From the teachers’ perspective, these qualities relate to EFL teachers' achievement, performance, motivation, and professional development and should have recognition in salaries as well.
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Company.
Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41(10), 1069-1077. https://doi.org/10.1037/0003-066X.41.10.1069
Buchberger, F., Campos, B. P., Kallos, D., & Stephenson, J. (2000). Green paper on teacher education in Europe. High quality teacher education for high quality education and training. Thematic Network on Teacher Education in Europe.
Casey, E. M., & Di Carlo, C. F. (2017). Early childhood education teachers’ constructs of teacher quality in Belize. Early Child Development and Care, 188(9), 1302-1316. https://doi.org/10.1080/03004430.2017.1337009
Centre of Study for Policies and Practices in Education (CEPPE) (2013). Learning standards, teaching standards and standards for school principals: A comparative study. OECD Education Working Papers, 99. https://doi.org/10.1787/19939019
Council for Accreditation of Educator Preparation. (2019). The CAEP Standards. Retrieved from http://www.ncate.org/~/media/Files/caep/standards/caep-standards-one-pager-0219.pdf?la=en
Council of Chief State School Officers (2016). The Interstate New Teacher Assessment and Support Consortium. Retrieved from http://programs.ccsso.org/projects/interstate_new_teacher_assessment_and_support_consortium/
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage.
Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of State policy evidence. Center for the Study of Teaching and Policy, University of Washington.
Darling-Hammond, L. (2001). Standard setting in teaching: Changes in licensing, certification, and assessment. In V. Richards on (Ed.), Handbook of research on teaching (pp. 751-776). American Educational Research Association.
Dornyei, Z., & Csizer, K. (2012). How to design and analyze surveys in second language acquisition research. In Alison, M., & Susan, M. (Eds.), Research methods in second language acquisition: A practical guide (pp. 74-94). Wiley-Blackwell.
Ducharme, E. (1986). Teacher educators: Description and analysis. In J. D., Rath & L. G. Katz (Eds.), Advances in teacher education (pp. 39-60). Ablex.
Galante, A. (2020). Plurilingual and pluricultural competence (PPC) scale: The inseparability of language and cul-ture. International Journal of Multilingualism, 1-22. https://doi.org/10.1080/14790718.2020.1753747
Geijsel, F., Sleegers, P., Stoel, R., & Krüger, M. (2009). The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427. https://doi.org/10.1086/593940
Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser & M. Farr (Eds.), The nature of expertise (pp. 15-27). Lawrence Erlbaum Associates.
González, A. (2000). The new millennium: More challenges for EFL teachers and teacher educators. Colombian Applied Linguistics Journal, 2(1), 5-14.
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators=quality teachers? Conceptualizing essential do-mains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
Han, I. (2016). Academic high school students’ perceptions of quality English teachers and teaching. English Language Teaching, 28(2), 1-27. https://doi.org/10.17936/pkelt.2016.28.2.001
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151-182. https://doi.org/10.1080/713698714
Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? [Paper presentation]. The Australian Council for Educational Research Annual (ACER) Conference on Building Teacher Quality: What Does the Research Tell Us?, Melbourne, AU. Retrieved from http://research.acer.edu.au/research_conference_2003/4/
Kleinhenz, E., & Ingvarson, L. (2007). Standards for teaching: Theoretical underpinnings and applications. New Zealand Teachers Council.
Kim, E-J. (2002). A study on the quality of good foreign language teachers in EFL contexts. The Journal of English Language Teaching, 14(1), 71-96.
Park, G., & Lee, H. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248. https://doi.org/10.1007/BF03031547
Runhaar, P. (2008). Promoting teachers’ professional development. Ipskamp Printing.
Secretaría de Educación Pública (2010). Estándares de Desempeño Docente en el Aula para la Educación Básica en México [Standards of teacher performance in the classroom for basic education in Mexico]. SEP. http://es.scribd.com/doc/57612696/Estandares-deDesempeno-Docente-en-el-Aula-para-la-Educacion-Basica-en-Mexico
Shulman, L. S. (1986). Paradigms and research programs for the study of teaching. In M.C. Wittrock (Ed.), Hand-book of research on teaching (pp. 120-142). Macmillan.
Smith, K. (2005). Teacher educators’ expertise: What do novice teachers and teacher educators say? Teaching and Teacher Education, 21(2), 177-192. https://doi.org/10.1016/j.tate.2004.12.008
UK Department for Education. (2013). Teachers’ standards. Retrieved from https://www.gov.uk/government/publications/teachers-standards
US Department of Education. (2011). Meeting the highly qualified teachers challenge: The secretary’s annual report on teacher quality. US Department of Education.
Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122. https://doi.org/10.3102/00346543073001089
Zein, S., & Haing, S. (2017). Improving the quality of English language teacher educators: a case study at a Cambodian university. Asian Englishes, 19(3), 228–241. https://doi.org/10.1080/13488678.2017.1389064
How to Cite
Copyright (c) 2022 Masoomeh Estaji, Saina Kiani
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.