آذر حسینی فاطمی

The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi-structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant

The current study aimed at investigating the relationship between life-wise syllabus- as a new type of syllabus which emerged as the result of recent developments in applied ELT and corresponding to the "education for life"- and teacher success in an EFL context. Life-wise syllabus introduced by Pishghadam in 2011 directed English teachers’ attention to give priority to life issues rather than language in class. These new concepts encourage curriculum development based on life and all of its manifestations which is the core principle of humanistic education. Then teaching should not only comprise mathematics, chemistry, or literature, but also emotions, relationships, attitudes, thinking styles, feelings, and states of mind. Due to the recent emergence of this syllabus and the dearth of research over its effectiveness, this research study was carried out to shed more light on the issue. To this end, 200 teachers- 100 from private sector and 100 from public sector- and their 1771 students were chosen as the participants of the research study from Mashhad and Ghaen cities. In this study, the teachers were given "Life-Responsive Language Teaching beliefs Questionnaire" (hereafter LRLTB), and their students were given the "Characteristics of Successful EFL Teachers Questionnaire" (hereafter CSET). The results of the correlational study indicated that the main variables and also their subscales were highly correlated. The comparison between male and female teachers regarding correlation between variables did not show any significant difference. But the comparison between private and public school teachers in terms of the relationship between the variables displayed that they were more strongly correlated for the latter.