6                                                                                    1.2.4 In-service Teacher Education 8 1.3 Statement of the Problem                                                                                                         9 1.4 Significance of the Study                                                                                                        10 1.4.1 The Effect of Teachers on the Quality of Education                                                      11 1.4.2 Preparatory Programs                                                                                                      11 1.4.3 The Role of Policy Makers                                                                                              13 1.4.4 Postmodernism and English Education in Iran                                                                14 1.5 Research Questions                                                                                                                  16 1.6Limitations of the Study                                                                                                            17 1.7 Delimitations of the study                                                                                                        17 1.8Definition of Key Terms                                                                                                           18 1.8.1 Teacher Education                                                                                                                18 1.8.2 Knowledge                                                                                                                            19 1.8.3 Teacher Performance                                                                                                            19 1.8.4 INTASC Model Standards                                                                                                    20 CHAPTER2: Review of Literature 2.1 Introduction                                                                                                                              24 2.2 Schooling in Iran                                                                                                                      24 2.3Islamic Philosophy of Education                                                                                              26 2.4. The Importance of Understanding Educational Philosophies                                                28 2.5. Components of Teacher Preparation                                                                                      30 2.6.History: Teacher Education in Iran                                                                                          33 2.7. Teacher Education in Other Countries                                                                                    35 2.7.1Evaluation of Teacher Education in Turkey                                                                     36 2.7.2Evaluation of Teacher Education in India                                                                       37 2.7.3Evaluation of Teacher Education in Pakistan                                                                 37 2.8. Issues in the Investigation of Teachers                                                                                     37 2.8.1 Investigation of Teachers’ Knowledge                                                                              40 2.8.2 Investigation of Teachers’ Performance                                                                            43 2.8.3 Investigation of Teachers’ Disposition                                                                              44 2.8.4 Teacher Effectiveness                                                                                                       44 2.9 Evaluation of English Language Teachers                                                                              50 2.10. Globalization                                                                                                                        52 2.11Standards and Accountability                                                                                                 53 2.12 Chapter Summary                                                                                                                  54   CHAPTER 3 :Methodology 3.1. Overview                                                                                                                                 55 3.2.Subjects                                                                                                                                    55 3.3Instrument                                                                                                                                 57 3.3.1 The teacher’s Knowledge                                                                                              57 3.3.2 The teacher’s Performance                                                                                           57 3.4. Procedure                                                                                                                                57 3.5. Research Design                                                                                                                     58 3.6. Data Analysis                                                                                                                          59 3.7Chapter Summary                                                                                                                     59 CHAPTER 4 :Results and Discussion 4.1 Overview                                                                                                                                  60 4.2 Data Analysis                                                                                                                           60 4.2.1. Testing the Research Hypotheses                                                                                   61 4.2.1.1 Hypothesis 1                                                                                                         61 4.2.1.2 Hypothesis 2                                                                                                        63 4.2.1.3 Hypothesis 3                                                                                                       64 4.2.1.4Hypothesis 4                                                                                                        66 4.3 Discussion 4.3.1 Comparing the participants’ responses to knowledge                                                     67 4.3.2  Comparing the participants’ responses to performance                                                  71 4.4 Chapter Summary                                                                                                                    75 CHAPTER5 :Conclusion, Pedagogical Implications, and Suggestions for further Research 5.1.Overview                                                                                                                                  77 5.2Restatement of Findings                                                                                                           77 5.3Conclusions and Discussion                                                                                                     80 5.4 Pedagogical Implications                                                                                                        82 5.5. Suggestions for Further Research                                                                                           83 REFRENCES                                                                                                                                85 APPENDICES                                                                                                                               111  

ABSTRACT

English teachers need to be well-equipped at both knowledge and performance levels to meet their needs in real teaching practices. This study was conducted to investigate the Iranian foreign language teachers’ knowledge and performance based on INTASC model standards. Two questionnaires (knowledge and performance) were adopted using INTASC (2011) model and used in this study. The participants of this study were 70 EFL Junior high school teachers of Tehran Province that selected randomly. This study investigated the levels of English teachers’ knowledge and performance and also revealed the relationship between teachers’ knowledge and performance, as well as, identifying the teachers’ knowledge could predict their performance. The results indicated the strong and weak points of English teacher education programs in Iran.

LIST OF TABLES

Table 3.1: Demographic information of the participant………………………………54 Table 4.1: Distribution of English Teachers’ Knowledge Score…………………………59 Table 4.2: Contingency Table for the knowledge Two-Way Chi-Square Analysis …60 Table 4.3: Distribution of English Teachers’ Performance Score……………………61 Table 4.4: Contingency Table for the Performance Two-Way Chi-Square Analysis..62 Table 4.5: Correlation Coefficient of Teachers’ Knowledge and Performance……. . 63 Table 4.6: Model of Regression Teachers’ performance Component…………….. …  64 Table 4.7: Statistics of Item8, 10, and 11………………………….….………………67 Table 4.8: Statistics of Item 29…………………………………..……………..….…..69 Table 4.9: Statistics of Item 14…………………………………….………….….……70 Table 4.10: Statistics of Item 40………………………………………………………72 Table 4.11: Statistics of Item 42…………………………………………..….………73 Table 4.12: Statistics of Item 3…………………………………………….…………74