Abstract:
This study aimed to develop and validate an instrument to evaluate English language teachers’ lesson plan-ning self-concept. To this end, 30 English teachers were asked to prepare a sample lesson plan and 15 of them were invited to participate in a semi-structured interview. A tentative questionnaire including six fac-tors namely: classroom management, lesson planning conformity, planning efficacy, variety and adaptation, goal setting, and metacognitive knowledge, was then designed. The designed instrument was piloted to 300 English language teachers and validated using exploratory factor analysis. The findings of the study sug-gested a model questionnaire (30 items), including five factors (goal setting and metacognitive knowledge as one factor), for the evaluation of English language teachers’ lesson planning self-concept.
Machine summary:
The findings of the study sug- gested a model questionnaire (30 items), including five factors (goal setting and metacognitive knowledge as one factor), for the evaluation of English language teachers’ lesson planning self-concept.
This research study addressed the significance of daily lesson planning of English language teachers as an essential activity for successful teaching and learning.
This study also attempted to develop and validate an instrument for identifying teachers’ self-concept in their daily lesson plan- ning in English language classes.
In addi- tion, based on examining a number of lesson plans collected from language teachers and the analysis of semi- structured interviews, classroom management, variety and adaptation, lesson planning conformity, and goal setting were identified.
METHODS Participants To gain an understanding of teacher lesson- planning, thirty English language teachers who were teaching ‘Family and Friends 4’ (Simmons, 2009) and ‘Top Notch Fundamentals’ (Saslow & Ascher, 2011) at eight English institutes in Tehran were recruited based on criterion sampling (only those teachers who taught Family and Friends4 and Topnotch Fundamentals) which means seek- ing only those participants who match the purpose of research and satisfy a specific criteria (Dornyei, 2007).
Components of Lesson Planning Number of Items in Each Component Classroom management 9 Lesson planning conformity 3 Variety and Adaptation 7 Planning Efficacy 8 Goal Setting 4 Metacognitive knowledge 2 Total 33 In data analysis phase, the researchers intended to measure internal consistency of items and the validity of the theorized factors.