Development and Validation of an Instrument to Evaluate English Language Teachers' Lesson Planning Self-concept

Document Type: Original Article

Authors

1 Faculty of Foreign Languages and Literature, Department of English Language and literature, University of Tehran, Iran

2 Faculty of Education, University of Tasmania (UTAS), Australia

3 Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran

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.
 

Keywords


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