|
چکیده
|
The present study aimed to develop a teaching competency framework for Iranian English Language Teaching (ELT) teachers by conducting interviews with 30 teachers and head teachers in the field of ELT across multiple regions in Iran. The study utilized MAXQDA 20.2.1 to conduct thematic analysis in three phases. Intercoder reliability (ICR) testing demonstrated a significant level of agreement. The findings indicated that an effective contextualized teaching competency framework for ELT teachers should consist of six key components: professional attributes, skills, personal attributes, knowledge, general qualifications, and goals and values. A total of 59 indicators were identified, strategically linked to established reference frameworks for ELT teacher competencies. The developed framework ultimately embodies brevity and practicality for application in real educational settings. Since the study is informed by recent literature and available global teaching competency frameworks, the results can be applied in various regions. Considering the evolving nature of teaching competency frameworks and their alignment with the needs of teachers, learners, educational systems, and society, future research should explore longitudinal studies to understand the changes that transpire over time. Moreover, integrating the perspectives of English language learners and high school students could enhance the practicality and applicability of these frameworks.
|