Teacher educators’ perceptions of Teacher Quality Standards: Any congruence between local and global standards?

Masoomeh Estaji; Saina Kiani

doi:10.6092/issn.1970-2221/13205

Autori

Masoomeh Estaji Allameh Tabataba'i University

Masoomeh Estaji is an associate professor of Applied Linguistics at Allameh Tabataba’i University (ATU), Tehran, Iran. She holds a Ph.D. in Applied Linguistics from Allameh Tabataba’i University. She has presented and published numerous papers on methodology, testing, and second language acquisition (SLA) in various national and international journals like Educational Assessment, Language Learning in Higher Education, Reading Psychology, English as an International Language, The Asian ESP, Asia TEFL, and Classroom Interaction. Her research interests include language testing and assessment, ESP, and teacher education.
Saina Kiani Khatam University

Saina Kiani holds an M.A. in TEFL from Khatam University. Her areas of interest are teacher education, educational assessment, and second language studies.

DOI:

https://doi.org/10.6092/issn.1970-2221/13205

Parole chiave:

Standard globali, percezioni dei formatori dei docenti, qualità della docenza (TQ), standard degli insegnanti

Abstract

Questo studio prende in considerazione le percezioni della qualità degli insegnanti in formatori iraniani di insegnanti di inglese come lingua straniera (EFL) per determinare le somiglianze e differenze rispetto agli standard globali. A questo scopo, è stato chiesto a 130 formatori di compilare un questionario sulla qualità dell'insegnante; sono state, inoltre, condotte interviste semi-strutturate con 13 insegnanti, e ad altri 10 insegnanti è stato chiesto di descrivere in un testo gli standard di qualità che hanno seguito nelle loro sessioni di formazione. Dai risultati emerge che per i formatori le qualità cruciali dell'insegnante sono la pazienza, la qualità della voce e la versatilità. Il valore assegnato a qualità come la condotta personale e professionale, e la conoscenza delle discipline è in linea con gli standard globali. Dal punto di vista dei formatori, tali qualità sono in relazione con i risultati, le prestazioni, la motivazione e lo sviluppo professionale degli insegnanti EFL e dovrebbero avere un riconoscimento salariale.

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Le percezioni dei formatori dei docenti sulla qualità degli insegnanti: quale congruenza fra standard globali e locali?

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