In-service education

This study explored how much of the time Iranian EFL teachers partake in constant expert turn of events (CPD) activities and how powerful these activities were in improving their instructing techniques. The current review is meant to investigate the view of Iranian EFL instructors about CPD, additionally, various kinds of CPD activities for example CELTA/DELTA courses that they liked, and explored how frequently Iranian EFL educators partake in the accompanying CPD activities. The members were 55 EFL instructors educating at various language establishments in Tehran and Karaj city. The information was gathered utilizing a three-segment online overview. The survey had been arranged in light of a 5 point-Likert scale and had shipped off members by email. To address the review's exploration questions, enlightening and inferential insights were used. For quantitative investigation, the information was at first placed into the Statistical Package for the Social Sciences (SPSS). Then, at that point, utilizing enlightening measurable methodologies, different insights for the information were registered and summed up. The discoveries of this quantitative review uncovered that English educators take part in an assortment of CPD activities. The discoveries of the review have suggestions for explicit activities that might be impetuses in building uplifting perspectives towards other CPD activities for EFL educators.

This study presents a critical diagnosis of in-service teacher-training activities offered to English language teachers in Iran and aims to investigate whether those teachers were fulfil their expectations. Forty-one English-language teachers participated in this study. Data were collected from 41 secondary-school teachers of English as a foreign language, using a general evaluation questionnaire prepared by Uysal (2012). To analyze the data, the researcher used the frequency and a t-test to answer the study\'s questions. According to the results, Iranian EFL teachers believed that the contents of teacher training programs were far from the reality of the actual classroom situations. The results also revealed that the teachers were not satisfied with their in-service teacher-training activities, which did not fulfill their needs. In this study, the teachers also offered suggestions for the subsequent in-service programs to be held effectively. .