Language Teacher Development in Iran: Calling for a Transformation

Language teachers’ professional development is “a process of continual intellectual, experiential, and attitudinal growth of teachers” (Lange, 1990, p. 250). The individual teacher needs be engaged in “learning how to bring about ongoing improvements” (Fullan, 1995, p. 255). This article explores in considerable detail the diverse facets of in-service language teachers’ professional development in the Iranian setting. Specifically, the article questions the effectiveness of teacher education programmes and challenges the uncritical practice of these educational efforts as well. Then it argues that a transformative approach needs to be developed to restructure teachers’ individual, organizational and professional performance. Using semi-structured interviews and observations, the article portrays how centrifugal in-service teacher education programmes are. The article concludes by arguing that there is an opportunity for supporting a transformation of language teachers’ professional development in learning and teaching contexts.