The influence of Education in Psychology on Teacher’s views and practices in Iranian English Language Teaching (ELT) classes.
The belief and the understanding of the teaching of the language teachers play an essential role in the practices in the classroom and in the growth of their professional field (Liu & Chalmers, 2018). Teachers play various essential roles in the multidimensional procedure of teaching of the language and their psychology about the teaching language tend to influence their practices (Borg, 2017). This research assignment highlights on 25 teachers of Iranian English Language Teaching (ELT) with the focus to investigate the level of influence of the education on the English Language Teaching classes in practices and psychology views. The paper will illustrate the existing beliefs of teaching that tends to find resonance and interest among the teachers of the Iranian English Language and the intensity with which these beliefs are converted into practices.
According to Mellati et al. (2013), there lie four categories of the knowledge and beliefs of the teachers. These include knowledge of the teacher as the content knowledge, insight of the teacher as the reflective practices, the educators' knowledge as the matched knowledge and the insight of the teacher as practical and private knowledge. Further researches state that teachers who visit various principles of teaching tend to appear noticeably different and unique on their observations on classroom matters and lesson plans (Mooi, Sarstedt & Mooi-Reci, 2018). The way a teacher conceive the matter of a subject or a language also tends to influence their process of teaching.
In the following research, two of the most important factor will be focused. These are the Enhanced English training/teaching (ELT) and Internationally educated professionals (IEP). For the data collection procedure, this research shall adopt techniques of random sampling for successfully conducting questionnaires and interviews. Apart from the collection of the relevant dataset from language institutes, interviews with the teachers of the institute in personal meetings and via skype chat will also be taken into consideration. The procedure will generally consist of the distribution of questionnaires containing multiple questions followed by one to one interview of the teachers of the ELT either via skype chat or in physical presence. In the context of this research, the interviews and the questionnaires aim to collect the reactions and the views of the teachers in the context of teaching and practices in the classes of Iranian English language. Ethical considerations will be maintained while conducting the data collection procedure and the personal information and the data collected from the interviewed teachers will strictly be kept confidential.
Borg, S. (2017). Teachers’ beliefs and classroom practices. In The Routledge handbook of language awareness (pp. 93-109). Routledge.
Liu, C. W., & Chalmers, R. P. (2018). Fitting item response unfolding models to Likert-scale data using mirt in R. PloS one, 13(5), e0196292.
Mellati, M., Fatemi, M. A., & Motallebzadeh, K. (2013). The relationship between Iranian ELT instructors’ beliefs about language teaching and their practices in real classrooms. English Language Teaching, 6(4), 126.
Mooi, E., Sarstedt, M., & Mooi-Reci, I. (2018). Principal Component and Factor Analysis. In Market Research (pp. 265-311). Springer, Singapore.