Hi dear colleagues,
Together with some scholars, we are embarking on a book with the above theme.
Please, kindly share your views, links and references to assist us come out with a very good book.
We appreciate your kind support. Best regards
Dickson
Very Well done dear Dr Adom
Please kindly read the attached and subjects attached about Educational system in my country ( in point of view of authors of course not my opinion !)
Best wishes
Very Well done dear Dr Adom
Please kindly read the attached and subjects attached about Educational system in my country ( in point of view of authors of course not my opinion !)
Best wishes
Procedia - Social and Behavioral Sciences
Volume 67, 10 December 2012, Pages 297-303
The 3rd International Conference on e-Learning ICEL 2011, 23-24 November 2011, Bandung, Indonesia Virtual Applications and Real Problems: Education and Higher Education in Iran Mohamed Tavakol* Sociology Department, University of Tehran, Iran Abstract Internal problems of Education and Higher Education (Flexibility, Access, and Relevance) and external problems of (specifically) Higher Education (Public and Private Relations, National Development, Human Resources, Access, Innovation, Globalization, and Privatization) are all subject to a radical transformation as a result of substantial changes and new circumstances occurred and occurring with the introduction and application of information technologies (IT) in this realm. The paper, after outlining the new expectations from and challenges in Education and Higher Education throughout the world and the rise of new perspectives for them, will focus on major developments in Education and Higher Education in Iran—considering the framework of recent socio-economic demands and expectations. Within this approach, therefore, the recent developments resulted from the introduction of IT in preuniversity and university systems (as an important part of national TAKFA plan and its aftermath) would be reviewed, and the achievements and shortcomings during the last ten years would be analyzed and discussed. One of the results of this analysis is that the practical expectations do not match with theoretical measures drawn for virtual learning plan in Iran. The experience of Iran in this field could be educative for other developing countries. © 2012 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of i-Learn Centre, Universiti Teknologi MARA, Malaysia. Keywords: ICT; virtual application; higher education 1. Introduction Introduction of ICTs to education and putting the students and teachers in a virtual space and making them familiar with these technologies, have been considered the most necessity throughout the globe though with different degrees. For this purpose the students as the future mature citizens, especially, are * Corresponding author. E-mail address: [email protected]. Available online at www.sciencedirect.com © 2012 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of i-Learn Centre, Universiti Teknologi MARA, Malaysia
EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement
Somayeh Baniasad-Azad, University of Isfahan, Isfahan, Iran Mansour Tavakoli* , University of Isfahan, Isfahan, Iran Saeed Ketabi, University of Isfahan, Isfahan, Iran Corresponding author: Department of English, University of Isfahan, Isfahan, Iran Email address: [email protected] Iranian Journal of Applied Linguistics (IJAL) Vol. 19, No. 2, September 2016, 61-86 Abstract This study investigated the nature of EFL teacher education programs with respect to implementation, practicality, and approach to teacher learning. The data were collected through observation of two teacher education programs and interviews with 8 teacher trainers. The results attested to the transmission orientation of the programs. It was found that a pre-specified body of teaching knowledge is transferred from the trainers to the teachers. Teachers’ creativity, prior knowledge, and experience, the role of teaching context, and the population of learners are not considered in program development. The results of interviews with teacher trainers supported the results of the observations. It was found that even the trainers are not involved in the process of program development, as they are only transmitting the materials presented by textbook authors. The findings also indicated that what teachers considered beneficial for their development was different from what was incorporated in the programs. The existing gap between macro plans and teachers’ practices and preferences results from the centralized education system in Iran in which practicing teachers are not involved in the policy-making process. Implications for teacher education in general and EFL teacher education programs in particular are discussed. Key words: EFL Teacher education programs; English teachers; Teacher trainers; Teacher development
Many thanks for the rich resources my dear friend Prof. Parisa Ziarati.
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