a dissertation submitted in partial fulfillment of the requirements...

˺

Islamic Azad University

Science and Research Campus

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of PhD in TEFL

The Impact of Teacher Development on Iranian EFL Learners� Writing

Advisor:

Dr. ParvizMaftoon

Reader: Dr. ParvizBirjandi

By:

Reza Gharagozlu

August ˻˹˹

id1524656 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com

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Table of Contents

CHAPTER I

Abstract��.

Background and Purpose��......��..�..��

˺�˺ Statement of the problem ��...��.��

˺�˻ Purpose of the study��..��..��...

˺�˼ Significanceof the study��....��.

˺�˽ Research questions and hypotheses��..��.��

˺�˾ Definition of key terms��

˺�˿ Delimitations of the study ��.��.��

˺� Limitations of the study��.��.��.��

CHAPTER II

Review of the Related Literature��.....��.

˻�˺ Teacher development��..��..��

˻�˻ Approaches to teaching and teacher education..��....

˻�˻�˺ Micro approach��...��..�.��

˻�˻�˻ Macro approach��...��.�..�.��.......

˻�˼ Three models of professional education��....�� ...

˻�˼�˺ The craft model��...��....

˻�˼�˻ The applied science model��...��.��...��.

˻�˼�˼ The reflective model��...��.��

˻�˼�˼�˺ Reflection-in-action��..�..��.

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˻�˼�˼�˻ Reflection-on-action��.�.��..

˻�˼�˼�˼ Studies on reflective teaching��.��.��

˻. ˽ Self-efficacy��.........��.��..�......

˻. ˾ Workshops��..��..

˻. ˿ Action Research��...��..

˻. Observation��.��..��..��.....

˻. Writing and teacher development program��..�.��...��.

˻. �˺ Cohesion��.�..��.�.��..�.��..

˻��˻ Coherence��...��...��.��

˻��˼ Fluency��..�...�.��..��

˻��˽ Self-evaluation ��

CHAPTER III

Method��....��.��.��

˼�˺ Subjects��.��.��.

˼�˺�˺ In-service Teachers� characteristics��..�.��

˼�˺�˻ Learners� characteristics��.��...��.��

˼�˻ Instruments��...�.��.��

˼�˻�˺ Reliability and validity of instruments�.��..�.��

˼�˻�˺�˺ Observation checklist��.

˼�˻�˺�˻ Self-efficacy questionnaire��.��.�.

˼�˻�˺�˼ Cohesion scale��..��..��

˼�˻�˺�˽ Self-evaluation questionnaire��....��..

˼�˼ Procedures..��..��.�.��

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˺˹˻

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˼�˽ Design..��...��..��.�.��

CHAPTER IV

Results and Interpretations��.��.

˽�˺ Inter-rater and intra-rater reliability��..��.�.��....

˽�˺�˺ Inter-rater reliability of observation��.�.....

˽�˺�˻ Inter-rater reliability of cohesion��..��.

˽�˺�˼ Inter-rater reliability of self-evaluation.��.�.........

˽�˺�˽ Intra-rater reliability of rater�s measures��........

˽�˻ Results��...��.��.

CHAPTER V

Discussions, Conclusions, Pedagogical Implications, and Suggestions

for Further Research��..��..�..

˾�˺ Discussions��...��.��...

˾�˻ Conclusion��.��...��.��...

˾�˼ Pedagogical implications��.�.��...

˾�˽ Suggestions for further research��.��.

REFERENCES��...��...

APPENDIXES..��.��.��...

˺˻˾

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ABSTRACT Nowadays, teacher educators set the premium on reflective practices as tools

to foster teachers� effectiveness and students� achievement. This study aimed

to observe the effects of the teacher development which incorporated

reflective practices, such as workshops, observations, and action research on

students� writing in terms of cohesion, coherence, fluency, and self-evaluation.

Also, it investigated the impact of teacher development on the teachers� self-

efficacy and performance. At the outset of the study, six hypotheses were

formulated. Sixty-nine teachers, thirty-six in the experimental group and

thirty-three in the control group, along with ˺˿ students, ˼˼ in the

experimental group and ˼˽˼ in the control group, participated in this study.

Chi Square and independent t-test were run to analyze data. All the null

hypotheses were rejected, thereby leading to the conclusion that the teacher

development program which promotes reflective practices might enhance not

only teachers� performance and self-efficacy but also students� writing in

cohesion, coherence, fluency, and self-evaluation.

˻˹˿

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