نگرش دبیران زبان انگلیسی در مدارس دولتی به صلاحیت حرفه‌ای: بررسی نقش جنسیت و سابقۀ تدریس

خدامرادی، ابوالفضل و مقصودی، مجتبی (1399). ساخت و هنجاریابی پرسش‌نامه صلاحیت‌های حرفه‌ای معلمان زبان انگلیسی. مطالعات زبان و ترجمه، 53(1)، 195-167.‎

رجایی‌نیا, کیانی و اکبری رامین (1399). ارزیابی عملکردی صلاحیت های حرفه ای دانشجومعلمان زبان انگلیسی: مطالعه موردی دانشگاه فرهنگیان. پژوهشهای زبانشناختی در زبانهای خارجی، 11(1)، 26-11.

عطایی، ‌محمود‌رضا، بابایی، ‌عصمت و موسوی، ‌ملیحه (2014). ارزشیابی صلاحیت حرفه‌ای مدرسان زبان انگلیسی سطح بزرگسال در بخش خصوصی آموزش زبان ایران. پژوهش های زبانشناختی در زبانهای خارجی، 8(4)، 104-81.

فضلعلی, علوی و کیوان پناه, شیوا (1397). تأثیر یادگیری معکوس بر توسعه حرفه‌ای نومعلمان زبان انگلیسی: میزان مشغول بودن و نگرش آنها. پژوهشهای زبانشناختی در زبانهای خارجی, 7(2)، 496-471

ناوری، صفورا، پیش­قدم، رضا، حسینی فاطمی، آذر و هاشمی، محمدرضا (1397). ساخت و هنجاریابی پرسش­نامة افزایش خلاقیت زبان­آموزان در آموزش زبان به شیوة کاربرد محور، با روش مدل­سازی رش. مطاالعات زبان و ترجمه، 50(4)، 27-1.

Aziz, F., Akhtar, M., & Rauf, M. (2014). Relationship between teachers’ vompetencies and motivation at higher education level in Pakistan. Pakistan Annual Research Journal, 50(1), 163-174.

Babanoğlu, M. P., & Yardimci, A. (2017). Turkish state and private school EFL teachers’ perceptions on professional development. Çukurova University Faculty of Education Journal, 46(2), 789-803.

Bailey, M. K. (2006). Language teacher supervision: A case-based approach. Cambridge University Press.

Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175-1184. https://doi.org/10.1037/0003-066X.44.9.1175

Barber, M., & Mourshed, M. (2007). How the world’s best performing school systems come out on top. https://b2n.ir/099362

Celik, S., Mačianskienė, N., & Aytin, K. (2013). Turkish and Lithuanian EFL instructors' professional development experiences: Worth the effort, or waste of time?. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 160-187.

Cole, P. G., & Chan, L. K. S. (2009). Teaching principles and practice (2^nd ed.). Prentice Hall.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Fazlali, F., Alavi, S. M., & Keivanpanah, S. (2018). The effect of flipped professional development on English language teachers’ engagement and attitude. Journal of Foreign Language Research, 7(2), 471-496. (in Persian)

Gnitecki, J. (2005). Competence in theory and practice. Macmillan.

Gupta, K. (1999). A practical guide for need assessment. John Wiley & Sons. Inc.

Hosseinnia, M., Ashraf, H., & Khajavi, G. H. (2019). A comparative study on professional competencies of Iranian EFL teachers at public and private sectors. Journal of Language Horizons, 3(2), 125-146. https://dx.doi.org/10.22051/lghor.2020.28503.1197  

Huntly, H. (2008). Teachers’ work: Beginning teachers’ conceptions of competence. The Australian Educational Researcher, 35(1), 125-145. https://doi.org/10.1007/BF03216878

Khodamoradi, A., & Maqsoodi, M (2019). Construction and standardization of the questionnaire of professional qualifications of English language teachers. Language and Translation Studies, 53(1), 167-195. (in Persian)

Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership and function. Experiences from the Netherlands. European Journal of Teacher Education, 31(2), 135-149. https://doi.org/10.1080/02619760802000115

Lengkanawati, N. S. (2015). EFL teachers’ competence in the context of English curriculum 2004: Implications for EFL teacher education. Teflin Journal, 16(1), 79-92. http://dx.doi.org/10.15639/teflinjournal.v16i1/79-92

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

Miles, K., Odden, A., Fermanich, M., & Archibald, S. (2004). Inside the black box of school district depending on professional development: Lessons from urban districts. Journal of Educational Finance, 30, 1-26. https://www.jstor.org/stable/40704218

Moafian, F., & Pishghadam, R. (2009). Construct validation of a questionnaire on
characteristics of successful Iranian EFL teachers. Pazhuhesh-e Zabanha-ye Khareji, 54, 127-142. 

Mousavi, M. A., Atai, M., & Babai. (2014). Evaluating Professional competence of adult-level EFL teachers in the Iranian English language teaching private sector. Journal of Foreign Language Research, 7(2), 471-496. (in Persian)

Mousavi, M. A., Atai, M. R., & Babaii, E. (2016). Exploring standards and developing a measure for evaluating Iranian EFL teachers’ professional competence in the private sector. Iranian Journal of English for Academic Purposes, 5(2), 30-59.

Mukhamadovna, T. M., Sharipovna, H. A., & Supkhonovna, H. N. (2020). The system of development of professional competence in future primary school teachers. System, 71(3), 1-24.

Mulder, M. (2014). Conceptions of professional competence. In S. Billett, C. Harteis, H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 107–137). Springer.

Murray, J. (2009). Teacher competencies in the post-method landscape: The limits of competency-based training in TESOL teacher education. Macquarie University Journal, 24(1), 17-29.

Namaziandost, E., Azizi, Z., & Rezai, A. (2021). Exploring the relationship between Iranian EFL teachers’ professional competence and job satisfaction: A mixed-methods study. Iranian Journal of English for Academic Purposes, 10(4), 69-85.

Navari, S., PishGhadam, R., Hosseini, F., A., & Hashemi, M. R. (2017). Construction and standardization of a questionnaire to increase the creativity of language learners in language teaching in an application-oriented way, with the method of Rash modeling. Language and Translation Studies, 50(4), 1-27. (in Persian)

Pishghadam, R., & Zabihi.  R. (2012). Life syllabus: A new research agenda in English language teaching. TESOL Arabia Perspectives, 19(1), 23-27.

Rajaeenia, M., Kiany, G., & Akbari, R. (2021). Performance assessment of EFL student teachers’ professional competencies: A case of Iranian Farhanghian University. Journal of Foreign Language Research, 11(1), 11-26. (in Persian)

Rezai, A., Azizi, Z., & Namaziandost, E. (2022). Is Iranian EFL teachers’ professional competence significantly correlated with their job performance? If yes, how much and how?. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 10(1), 13-34. http://dx.doi.org/10.22049/jalda.2022.27481.136

Richards, J. C. (2011). Competence and performance in language teaching. Cambridge University Press.

Richards, J. C., Schmidt, R. (2002). Dictionary of language teaching and applied linguistics (3^rd ed.). Longman.

Rinantanti, Y. (2015). Attitude toward autonomy in learning English: A case in Cenderawasih University Papua, Indonesia. Asian EFL Journal/ Professional Teaching Articles, 86, 90-108.

Rinantanti, Y., Rahman, M. A., Atmowardoyo, H., & Bin-Tahir, S. Z. (2017). Perception of senior high school EFL teachers in Papua, Indonesia towards their own competence. Journal of Language Teaching and Research, 8(6), 1181-1189. DOI: http://dx.doi.org/10.17507/jltr.0806.20

Saberi, L., & Sahragard, R. (2019). Designing and validating teachers’ professional development scale: Iranian EFL contexts in focus. International Journal of Instruction, 12(1), 1609- 1626.

Sherman, R., Tibbetts, J., & Condelli, L. (1997). Evaluating professional development: A framework for adult education. Pelavin Research Institute.

Shulman, L. (1991). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.1080/0022027910230501

Soepriyatna, S. (2012). Investigating and assessing competence of high school teachers of English in Indonesia. Malaysian Journal of ELT Research, 8(2), 38-49.

TESOL. (2003). TESOL/NCATE program standards: Standards for the accreditation of initial programs in P-12 ESL teacher education. Alexandria, VA.

Uztosun, M. S. (2018). Professional competences to teach English at primary schools in Turkey: A Delphi study. European Journal of Teacher Education, 41(4), 549-565. https://doi.org/10.1080/02619768.2018.1472569

Wetipo, W., Rante, Y., Wambraw, O., & Bharanti, E. (2015). The mediating effect of job satisfaction and job motivation to influence school leadership, teacher competence and experience of teachers on performance of teachers in SMA/SMK in Jayawijaya, Indonesia. Journal of Resources Development and Management, 15, 10-16.

Yuwono, G. (2005). English language teaching in decentralized Indonesia: Voices from the less privileged schools. Paper presented at the AARE 2005 International Education Research Conference, The University of Sydney, Sydney, NSW. P. 1-19.