Professional Profiles of EFL Teachers in Rural Armenia Qualitative Research Study

Abstract

Classroom-centered research in late 1950s revealed the importance of the role of the teacher in successful teaching-learning process. A number of research studies have shown that the teacher's whole identity is at play in the classroom. Teachers' subject knowledge, level of motivation, sense of self-efficacy have been shown to affect the teachers' beliefs and teaching practices and determine the success of the students' learning experience.There is, however, little existing data on the professional skills, beliefs and perceptions of Armenian EFL teachers working and residing in rural regions.The current paper aims at exploringArmenian EFL teachers professional profiles, revealing their needs and concerns and identifying their strengths and weakness as professionals. The data was collected in four regions of Armenia –Aragatcotn(village Byurakan), Tavush (town Dlijan), Ararat (town Vedi) and Abovyan (town Kotayq). Research participants were four EFL teachers working in high schools. The findings of this study revealed common factors that affect the teachers' motivation and major issues observed during the lessons taught by each teacher.