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From Qajar era to the Islamic Republic: A Historical Analysis of English Language Teacher Education in Iran by focusing on Power, Policy and Pedagogy | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 31 مرداد 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2026.149051.2751 | ||
| نویسندگان | ||
| Fatemeh Jahedi؛ Leila Tajik* ؛ Zohre Nafisi | ||
| Department of English, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| چکیده | ||
| This study examines the historical evolution of English Language Teacher Education (ELTE) in Iran, from the mid-19th century to the present, by analyzing how power structures, policies, and pedagogical changes have fundamentally shaped the field across distinct sociopolitical eras. Drawing on primary sources of archival records, policy directives, and institutional documents as well as secondary sources of historical books and papers, this research investigates the role of national-level governance bodies, main policies, and the subsequent changes in program structure, curriculum, and evaluation systems. The analysis of the data revealed three distinct phases: The Qajar introduction of higher education under centralized royal patronage; the Pahlavi expansion and professionalization of teacher education as part of a modernization agenda; and the post-1979 Islamic Republic ideological realignment toward Islamic values and national independence. The findings show three enduring cross-era patterns that transcend each of the eras. These patterns highlight the continuance of enduring centralized control, policy duality, and structural persistence in higher education. This study concludes that the history of ELTE in Iran is defined by what endures, despite the changes, and presents the challenges caused by those continuities and some recommendations for overcoming the challenges. The results provide critical context for modern policy reform aimed at fostering greater professional autonomy and effectiveness. | ||
| کلیدواژهها | ||
| higher education؛ policy؛ curriculum؛ state power؛ indigenization | ||
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آمار تعداد مشاهده مقاله: 28 |
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