| Need analysis: developing a blended pre-service teacher training program based on teachers' perceptions |
| کد مقاله : 1018-ELCONF-FULL |
| نویسندگان |
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فاطمه چهکندی * دانشگده ادبیات و علوم انسانی دانشگاه بیرجند |
| چکیده مقاله |
| In the absence of well-designed teacher training programs teachers are left on their own to develop professionally and to learn from trial and error. To tailor the course to student teachers’ needs, it should be developed based on their perception about the areas in which they don’t feel knowledgeable. This research intends to explore EFL student teachers’ training needs in a blended learning environment at the beginning of the course. The data of the study included interviews with 11 student teachers who participated in the course. The data were analyzed and coded using grounded theory approach and according to Braun and Clarke’s (2006) thematic analysis method. Results indicated that the major categories of concerns for student teachers were mainly related to students including class management and student involvement, teaching skills and subskills effectively, online teaching, and student evaluation and feedback. The categories of concerns related to teachers themselves included professional development and support after the course, being a good role model and fulfilling society’s expectations, teacher stress and confidence, and their English proficiency. Moreover, results revealed that the majority of student teachers did not have a positive attitude toward the theoretical section of the course and preferred more innovate and practical ideas. Meanwhile, they did not approve online classes and were inclined to learn by experiencing activities in real classes. The findings were discussed with reference to the role of culture in student teacher’s expectations. The results may promise some implications for teacher education programs and teacher educators. |
| کلیدواژه ها |
| need analysis, EFL teachers, pre-service education, teachers' perceptions |
| وضعیت: پذیرفته شده برای ارائه شفاهی |