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A SWOT Analysis of Farhangian University TEFL Program | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 2، دوره 13، شماره 2، اسفند 2021، صفحه 19-32 اصل مقاله (755.17 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2021.6576 | ||
| نویسندگان | ||
Mina Tavazoei1؛ Ayatollah Razmjoo  2
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| 1Department of Foreign Language and Linguistics, College of Literature and Humanities, Shiraz University, Shiraz, Iran | ||
| 2Department of Foreign Language and Linguistics at Shiraz University, Shiraz, Iran | ||
| چکیده | ||
| As Farhangian Universities play a crucial role in educating soon-to-be teachers, the program being developed for students of this university needs to be meticulously developed in order to fulfill the crucial role of teacher training centers. Researchers of this phenomenological study tried to evaluate curriculum specified for TEFL students in Farhangian Universities by the implementation of SWOT analysis. Seven professors of Farhangian University in Mazandaran participated in this study to speak for their perspectives regarding the curriculum’s strengths, weaknesses, opportunities and threats. They took part in interview conducted by researchers and their comments were transcribed to be segmented and codified in later sections. The findings of this study clearly demonstrated that this program suffers more from weaknesses and there are opportunities which might act as compensation for weaknesses and threats. The significant weakness of this curriculum that was elaborated by participants was misplacement of courses without any observation of necessary content knowledge and pre-requisites. Specification of courses exclusively for teaching was mentioned as one of the important strengths of this university. Participants believed that the first opportunity to be made use of, is to maintain connection with other teacher training centers in Iran and around the world. | ||
| کلیدواژه‌ها | ||
| Farhangian University؛ TEFL؛ curriculum؛ SWOT analysis؛ phenomenological study | ||
| مراجع | ||
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