Volume 1, Issue 1 (January 2024)
JCALS 2024, 1(1): 121-140 |
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Aghaei K, Sadat Madani S Z. Reimagining Professional Development: Teachers' Perceptions of Critical Portfolios in Language Education. JCALS 2024; 1 (1) : 8
URL: http://cals.gonbad.ac.ir/article-1-43-en.html
URL: http://cals.gonbad.ac.ir/article-1-43-en.html
Khadijeh Aghaei (Corresponding Author), Assistant Professor, Department of Foreign Languages, Faculty of Humanities and Physical Education, Gonbad Kavous University, Gonbad Kavous , Iran. Email: aghaei.khadijeh@gmail.com
Seyedeh Zahra Sadat Madani, M.A in ELT, Department of English Language Teaching, Gonbad Kavoos Branch, Islamic Azad University, Gonbad Kavoos.
Seyedeh Zahra Sadat Madani, M.A in ELT, Department of English Language Teaching, Gonbad Kavoos Branch, Islamic Azad University, Gonbad Kavoos.
Abstract: (280 Views)
This study explores the perceptions of novice and experienced EFL teachers in Iran regarding the use of portfolios as tools for professional development. The research addresses a significant gap in the literature by exploring differences in how these two groups view critical portfolios, particularly as instruments for reflective practice and critical thinking. Utilizing a quantitative survey design, data were collected from 80 EFL teachers across Iranian institutes (Eslamshahr and Mashhad), with findings analyzed using SPSS. The results reveal that novice teachers are more inclined to view critical portfolios as valuable for showcasing their development, while experienced teachers appreciate their role in reflective practice and bridging theory with practice. Both groups recognize the portfolios' potential in promoting dialogic practices and addressing real-life concerns, though uncertainty remains in their application for empowering marginalized learners and transforming cultural perceptions. Despite concerns about the time required to compile portfolios, the findings underscore their perceived importance in enhancing teaching awareness and supporting long-term professional growth, with nuanced differences in perceptions based on teachers' experience levels. The research contributes to the ongoing discourse on teacher professional development, offering insights into the effective implementation of reflective practices within culturally diverse educational contexts.
Article number: 8
Keywords: Critical Portfolios, EFL Teacher Education, Novice Teachers, Experienced Teachers, Critical Pedagogy
Type of Study: Research |
Subject:
Special
Received: 2023/08/8 | Accepted: 2023/11/10 | Published: 2024/01/1
Received: 2023/08/8 | Accepted: 2023/11/10 | Published: 2024/01/1
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