Esp in-service teacher training programs: do they change iranian teachers- beliefs, classroom practices and students- achievements? Report as inadecuate




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Gholam Reza Kiany ; Parviz Maftoon ;Ibérica 2012, 24

Author: Peyman Rajabi

Source: http://www.redalyc.org/articulo.oa?id=287024476017


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Ibérica ISSN: 1139-7241 iberica@aelfe.org Asociación Europea de Lenguas para Fines Específicos España Rajabi, Peyman; Reza Kiany, Gholam; Maftoon, Parviz ESP in-service teacher training programs: Do they change Iranian teachers beliefs, classroom practices and students achievements? Ibérica, núm.
24, 2012, pp.
261-282 Asociación Europea de Lenguas para Fines Específicos Cádiz, España Available in: http:--www.redalyc.org-articulo.oa?id=287024476017 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative ESP in-service teacher training programs: Do they change Iranian teachers’ beliefs, classroom practices and students’ achievements? Peyman Rajabi1, Gholam Reza Kiany2 and Parviz Maftoon1 1 Islamic Azad University & 2Tarbiat Modares University (Iran) paymanrajabi2002@yahoo.com, kiany_gh@modares.ac.ir, pmaftoon@srbiau.ac.ir Abstract Dudley-Evans and St John (1998) coined the term “practitioner” for ESP teachers since, they claimed, many pivotal roles such as course designers, materials developers, researchers, evaluators, and classroom teachers should be taken on by an ESP instructor.
That is why teaching English for Specific Purposes (ESP) requires a special approach to the training of the teachers who are supposed to teach English through content.
The present study aimed at investigating the underlying effects of an ESP in-service teacher training program on the beliefs and instructional practices of Iranian ESP teachers as well as students’ achievements.
A population of 423 Iranian ESP teachers responded to a survey questionnaire on teachers’ beliefs and classroom practices. This was followed by selecting 120 teachers and assigning them into two experimental and two control groups.
The experimental groups partici...





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