Policies of English Language Teacher Recruitment in Iran and a Glimpse of Their Implementation

Autor/inn/en	Mirhosseini, Seyyed-Abdolhamid; Tajik, Leila; Bahrampour Pasha, Atefeh
Titel	Policies of English Language Teacher Recruitment in Iran and a Glimpse of Their Implementation
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mirhosseini, Seyyed-Abdolhamid) ORCID (Tajik, Leila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1881994
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Educational Policy; Material Development; Teacher Recruitment; Islam; Islamic Culture; Educational Objectives; Policy Analysis; Teacher Characteristics; Teacher Attitudes; Public Schools; Private Schools; Instructional Materials; Evaluation Methods; Student Evaluation; Religious Factors; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Lehrmaterialentwicklung; Lehrerrekrutierung; Islam; Kultur; Educational objective; Bildungsziel; Erziehungsziel; Politikfeldanalyse; Lehrerverhalten; Public school; Öffentliche Schule; Private school; Privatschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulnote; Studentische Bewertung; Ausland
Abstract	This study examines policies of English language teacher recruitment in Iran as part of broader education policies reflected in official national documents, and briefly investigates the implementation of these policies in selected educational institutions. Seven major documents are scrutinised using qualitative content analysis revealing three major categories of English language teacher recruitment policies: prioritising Islamic values and perspectives; emphasising commitment to the goals of the educational system; and focusing on recruited teachers' knowledge and expertise. Moreover, interviews with three groups of participants at public schools, private language institutes, and universities showed clear discrepancies in translating the official policies into actual recruitment practices. In addition to considerations related to our local context, more broadly, we argue that language education policy as a rich research area, should be further studied in more specific sub-areas such as language teacher education policies, policies of language teaching materials development, and language assessment policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01