English Language Teacher Self-Assessment: Voices from Iran

Document Type : Original Article

Authors

1 The Hong Kong Polytechnic University, Kowloon, Hong Kong

2 English Department, Islamic Azad University, Qaemshahr, Iran

Abstract

Despite the significance of teacher self-assessment in general teacher education, this line of inquiry has not received the due attention it deserves in TESOL teacher education. The present mixed methods study aimed to fill part of the gap by reporting on Iranian English language teachers’ self-assessments. Data were collected from 14 teachers through questionnaires, semi-structured interviews, reflective journals, and stimulated recall interviews. Descriptive and thematic data analyses indicated that while the teachers assessed themselves as less competent in knowing the subject matter, they specifically attempted to promote perceptions of diversity among the students and develop students who can become socio-culturally critical individuals. The findings also showed that despite the alleged perceptions about the traditional educational system of Iran, our focal EFL teachers are changing the landscape of language teaching/learning by stepping toward developing 21st-century skills in the students to reshape their literacy skills. We close the paper by providing implications regarding using teacher self-assessment as a novel professional development tool in teacher education courses to enhance teachers’ awareness of their strengths and weaknesses.

Keywords

Interdisciplinary Studies in English Language Teaching
Volume 02, Issue 2
July 2024
Pages 1-16

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