Exploring Iranian EFL Teachers' Perceptions about Obligatory Teacher Training Programs: Effects on Professional Development

Abstract

The present study aimed to explore Iranian EFL teachers' perceptions of obligatory teacher training programs with a particular emphasis on their professional development. For this purpose, the mixed-methods design was used in the research. 165 Iranian English language teachers with different levels of experience teaching English in Iranian private English institutions took part in this study. They were all between the ages of 22 and 55 and had completed the required teacher training programs. They were academically qualified with bachelor's, master's, and PhD degrees, and they were both genders (53 men and 112 women).  They graduated from four different academic majors, including linguistics, translation, literature, and teaching English as a foreign language (TEFL). The data were collected using Questionnaires which were sent to them via an online link. The data were analyzed using statistical analysis for the Likert questions and a thematic approach for coding the open-ended questions. The results showed that the teachers generally agreed that the obligatory TTC program provided them with sufficient instruction on many facets of TEFL. The teachers believed that they were in an environment conducive to enhancing their teaching skills. Moreover, the findings of the study indicated that teachers believed the amount of theoretical content in the TTC programs was excessive. In this regard, they found teaching skills to be more beneficial and suggested that they should be emphasized more than theoretical concepts.