Department of English Language, Bu-Ali Sina University, Hamedan, Iran.
School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Eval Program Plann. 2022 Jun;92:102096. doi: 10.1016/j.evalprogplan.2022.102096. Epub 2022 Apr 21.
Based on the results of a needs analysis program, already conducted in a parallel study, a need-based teacher professional development program (TPDP) was designed and implemented, which was supported by peer coaching (as a follow-up strategy) and evaluation to address the current needs of Iranian English teachers serving at public junior high schools and to offer suggestions for policy and practice. The effectiveness of the program was evaluated through various data collection methods (i.e. focus group discussions, questionnaires, and semi-structured interviews) taking into account the perspectives of teachers, supervisors, and teacher educators. Besides, the possible effects of the program on students' foreign language achievement were investigated. The results of evaluations indicated that although needs-based peer-coached TPDPs were more likely to consolidate English teachers' knowledge, improve their teaching practices, and promote students' academic achievement, teacher education policy-makers and professional development (PD) designers/providers in Iran still followed more traditional approaches, keeping teachers in isolation and not allowing the exchange of ideas to take place among them. The results provide insights for and offer practical suggestions to education policy-makers and TPDP designers/providers in many developing countries including Iran to avoid future failures and discouraging outcomes due to the provision of improper TPDPs that do not take into account the actual professional needs of the teachers.
基于在一项平行研究中已经进行的需求分析计划的结果，设计并实施了一项基于需求的教师专业发展计划（TPDP），该计划得到了同伴指导（作为后续策略）和评估的支持，以满足伊朗公立初中英语教师的当前需求，并为政策和实践提供建议。该计划的有效性通过各种数据收集方法（即焦点小组讨论、问卷调查和半结构化访谈）进行评估，考虑了教师、主管和教师教育者的观点。此外，还调查了该计划对学生外语成绩的可能影响。评估结果表明，尽管基于需求的同伴指导的 TPDP 更有可能巩固英语教师的知识、改进他们的教学实践并促进学生的学业成绩，但伊朗的教师教育政策制定者和专业发展（PD）设计者/提供者仍然遵循更传统的方法，使教师孤立无援，不允许他们之间进行思想交流。这些结果为包括伊朗在内的许多发展中国家的教育政策制定者和 TPDP 设计者/提供者提供了启示，并为他们提供了实用建议，以避免由于提供不考虑教师实际专业需求的不当 TPDP 而导致未来的失败和令人沮丧的结果。
