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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: teacher cognition,mixed-method research design,pedagogical knowledge base,stimulated recall interviews
- چکیده:
- چکیده انگلیسی: Drawing on language teacher cognition research and using a mix-method research design, the present study tried to offer a conceptual framework for the pedagogical knowledge base in English Language Teaching (ELT). The aim was to see what categories of knowledge Iranian English language teachers use in their teaching. Stimulated recall interviews were used with 6 practicing EFL teachers to map out the categories and units of pedagogical knowledge that they drew upon in their teaching practices. At the same time, semi-structured interviews were carried out with 10 Subject Matter Experts (SMEs) and 10 experienced EFL teachers to probe into their judgments and opinions regarding the important domains of pedagogical knowledge for English language teachers. Overall, the findings pointed to a 7 component model of pedagogical knowledge in ELT. The components of this tentative model included Knowledge of Language, Knowledge of Teaching, Knowledge of Learning, Knowledge of Classroom Management, Knowledge of Students, Knowledge of Culture, and Knowledge of Context. The implications of these findings for teacher education programs are discussed at the end.
- انتشار مقاله: 06-12-1390
- نویسندگان: Ramin Akbari,Babak Dadvand,Reza Ghafar Samar,Gholam Reza Kiany
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: English Teachers,institutional identity,high school teachers,teacher efficacy
- چکیده:
- چکیده انگلیسی: Teacher identity has recently been under extensive investigations to understand its impacts on and relationships with classroom variables. Considering the effect identity has on individuals, an immediate relationship is that between teacher identity and an index of an effective teaching, i.e. teacher efficacy. The present study tries to understand the possibility of a direct relationship between the two concepts. 37 English teachers were given an efficacy scale to gauge and rank their efficacy indices. The top 5 participants in teacher efficacy list were then regularly observed during an academic semester and interviewed to study their institutional identity. Meanwhile, similar procedure was conducted for 5 teachers with the least teacher efficacy scores, too. Detailed qualitative analysis of interview transcriptions and observation notes revealed the two groups were distinct regarding their institutional identity. In other words, it was shown that institutional identity and teacher efficacy were positively associated with each other.
- انتشار مقاله: 18-03-1390
- نویسندگان: Reza Ghafar Samar,Gholam Reza Kiany,Ramin Akbari,Hadi Azimi
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: ESP Tests,Washback,teaching ESP,ESP teachers
- چکیده:
- چکیده انگلیسی: High-stakes tests are often used as agents for change, but attempts to introduce change in the classroom are not as effective as their designers wished they would be (Wall, 1997). The English for specific purpose (ESP) tests in Iran are such a case. The primary function of ESP tests in Iran is to select candidates for institutions of higher education (master and doctoral degrees). They are also designed specifically to promote changes in teaching ESP/ English for academic purposes at Iranian universities. This study was set out to examine washback effects of these tests on teaching ESP at Iranian universities. In doing so, data were collected through a questionnaire and classroom observations. The questionnaire was administered to 45 subject specialists teaching at Iranian universities. 10 other ESP teachers were also observed. The data were analyzed through descriptive and inferential statistics. Surprisingly enough, the results indicate that the ESP tests have fallen short of the goal. That is, these tests do not lead to innovation in teaching ESP, not do they influence teachers' teaching activities and ESP contents.
- انتشار مقاله: 13-05-1388
- نویسندگان: Gholamreza Kiany,Goodarz Albakhshi,Ramin Akbari
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Locus of Control,Social cognitive theory,measures of teacher efficacy,selfefficacy,teacher efficacy
- چکیده: معلمهای زبان دوم
- چکیده انگلیسی: While teacher efficacy is a well-researched concept in mainstream teacher education, it is relatively unexplored in second language (L2) teaching contexts. Part of the problem stems from lack of a specific instrument for measuring teacher efficacy in L2 settings. The present study was conducted, therefore, to develop such an instrument. “Teachers’ Sense of Efficacy scale” (TSES) formed the basis for the development of the new instrument. 35 L2 teachers with more than 3 years of experience were interviewed on the specifics of efficient foreign language teaching. After the content analysis of the interviews, ten items were developed and added to TSES. The resultant 33- item questionnaire, “Second Language Teacher Efficacy Scale”, SLTES, was administered to 272 English language teachers for construct validation. Factor analysis of the collected data with principal axis factoring yielded the same factor structure of TSES, that is, efficacy in instructional strategies, efficacy in student engagement, efficacy in classroom management which were redefined in light of the items added to each.
- انتشار مقاله: 08-10-1388
- نویسندگان: Ramin Akbari,Arman Abednia
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Veterinary Medicine
- نوع مقاله: Journal Article
- کلمات کلیدی: Poultry,Salmonella,drug susceptibility,plasmid profile
- چکیده:
- چکیده انگلیسی: BACKGROUND: Salmonellosis is one of the most important
zoonotic diseases throughout the world. OBJECTIVES: The
purpose of this study was to characterize a large collection of
Salmonella isolates from different poultry sources in Iran.
METHODS: A total of 123 Salmonella isolates from different
poultry sources were subjected to drug susceptibility test,
hemolysin production, motility test, and plasmid profile (50
isolates). RESULTS: Seventy-one resistance patterns were found
to 29 antimicrobial agents among 123 Salmonella isolates, in
which 81% of isolates were resistant to more than one
antibacterial agent. The resistance patterns of 123 isolates to 10
commonly used antibacterials in Iranian poultry industry were
also quite variable and included 31 patterns. Four different
plasmid patterns were found among 50 Salmonellaisolates. Fifty
four percent of Salmonella isolates harbored one or three
plasmids with approximate molecular size ranging from 2.3 to
68 kb. No plasmid was detected in 46% of isolates. Aband of 68
kb size was detected in all isolates that harbored plasmid. All
isolates were motile but no isolate showed hemolysin
production. CONCLUSIONS: The frequency of resistance to
antibacterial agents among avian Salmonella isolates is a major
public health concern.- انتشار مقاله: 03-07-1391
- نویسندگان: Seyed Mostafa Peighambari,Ramin Akbarian,Rima Morshed,Azam Yazdani
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Psychology (IPA)
- نوع مقاله: Journal Article
- کلمات کلیدی: Emotional Intelligence,Teacher burnout,high school teachers,moderately experienced teachers,highly experienced teachers
- چکیده: This study investigated the relationship between Emotional Intelligence (EI) and teacher burnout among Iranian high school teachers. The role of teaching experience was also taken into consideration. To this end, 125 participants were selected through convenience sampling. The participants were given a set of questionnaires including Demographics, Farsi Maslach Burnout Inventory-Educators Survey, and Farsi 41-Revised Emotional Intelligence Scale. Data were analyzed using such statistical techniques as Pearson product moment correlation coefficient, multiple regression, and MANOVA. The results of the study revealed that there was a significant relationship between EI and burnout among high school teachers. The results of the multiple regressions also indicated that EI could predict a significant amount of variability in burnout components. As far as experience is concerned, there was a significant difference between moderately and highly experienced teachers in their emotional intelligence. The pedagogical implications of the study such as the preventive role of EI, further validation of this construct, and the creation of preventive strategies as regards for burnout are also discussed.
- چکیده انگلیسی: This study investigated the relationship between Emotional Intelligence (EI) and teacher burnout among Iranian high school teachers. The role of teaching experience was also taken into consideration. To this end, 125 participants were selected through convenience sampling. The participants were given a set of questionnaires including Demographics, Farsi Maslach Burnout Inventory-Educators Survey, and Farsi 41-Revised Emotional Intelligence Scale. Data were analyzed using such statistical techniques as Pearson product moment correlation coefficient, multiple regression, and MANOVA. The results of the study revealed that there was a significant relationship between EI and burnout among high school teachers. The results of the multiple regressions also indicated that EI could predict a significant amount of variability in burnout components. As far as experience is concerned, there was a significant difference between moderately and highly experienced teachers in their emotional intelligence. The pedagogical implications of the study such as the preventive role of EI, further validation of this construct, and the creation of preventive strategies as regards for burnout are also discussed.
- انتشار مقاله: 08-02-1394
- نویسندگان: Ramin Akbari,Mohammad Momenian
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of English Language Pedagogy and Practice
- نوع مقاله: Journal Article
- کلمات کلیدی: language teaching,validity,Consequential Validity,ESP Tests
- چکیده: اعتبار نتیجه، جزئی ازاعتبار سازه بعنوان یک مفهوم واحد ارائه شده توسط مزیک (1989) ،به تاثیرآزمون بر تدریس،یادگیری،آزمون شوندگان ،معلمان،جامعه وسیستم آموزشی درون یک کشورمی پردازد. اثرات آزمون های زبان برتدریس ویادگیری زبان تا حدودی مورد مطالعه قرار گرفته است ولی نتایج و تبعات آزمونهای انگلیسی برای اهداف ویژه آزمون شوندگان ومعلمان انگبیسی ویژه دانشگاهی ویژه دانشگاهی مورد توجه چندان قرارنگرفته است. هدف مطاله فوق تبیین تبعات این آزمونها که به عنوان بخشی از آزمون ورودی دکتری وکارشناسی ارشد برگزارمی شوند ،می باشد .برای انجام این کاراز
روش تحقیق کیفی استفاده شد.31 شرکت کننده داوطلب آزمونهای کارشناسی ارشد ودکتری و5 استاد انگلیسی ویژه دانشگاهی به صورت تصادفی ساده انتخاب شده اند .دادهای مورد نیاز از طریق مصاحبهباز جمع آوری شده اند.ازروش تحلیل محتوی برای تجزیه وتحلیل داده ها استفاده شد. نتایج نشان داده است که تبعات این آزمونها را می توان تحت عنوان چهار تم اصلی که هرکدام از مقوله ی متفاوت تشکیل شده است ،تقسیم بندی نمود. این تم ها عبارت اند از :اثرات منفی روانشناختی (استرس ،ناامیدی ،اعتماد به نفس ،کارارایی آموزشی ) اثرات منفی اجتماعی (محرومیت از آموزش ،مسائل اخلاقی ،پذیرش افراد نالایق)،اثرات منفی مالی وخانوادگی.
- چکیده انگلیسی:
Consequential validity, a component of construct validity as a unified concept introduced by Messick(1989), deals with the impacts of tests on teaching, learning, individual test takers, teachers, society, and educational system within a country. Although the impacts of language tests on teaching and learning have been somehow studied, the consequences of ESP tests on individual test takers and teachers have not been given appropriate attention. The present study aimed at exploring the possible consequences of ESP tests, as parts of master and doctoral entrance examinations to post graduate universities in Iran, on the stake holders and society. In doing so, a qualitative research method was applied. The participants were 31 master and doctoral students, and 5 ESP instructors. The data were analyzed in terms of the content. Four main themes with a variety of sub-themes emerged from the content analysis. The results indicated that ESP tests have negative psychological (anxiety, stress, disappointment, self-confidence, teaching efficacy, disappointment), social (deprivation from education, ethical issues, acceptance of nonqualified candidates), financial, and family consequences on the learners and teachers. The society is also influenced as the result of ESP tests scores.
- انتشار مقاله: 26-05-1395
- نویسندگان: Gholam Reza Kiani,Goodarz Alibakhshi,Ramin Akbari
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Burnout,coping strategies,Iranian EFL teachers
- چکیده:
- چکیده انگلیسی: Burnout is one of the potential threats to teachers which can negatively influence their performance and bring about many side effects such as poor health conditions, depression, absenteeism, etc. It has, however, been found teachers who use effective coping strategies to deal with stressful job conditions can resist burnout. This qualitative design study aimed to investigate the coping strategies of 15 Iranian high school EFL teachers who did not show burnout on Maslach Burnout Inventory. The participants were interviewed and observed in classrooms and they were asked to keep journals for 8 sessions. The data were content analyzed and results show that establishment of rapport with students, discussing problems with principals and colleagues, class management, reflection, ongoing learning, adherence to moral principles and adopting a traditional teaching style are among the coping strategies these teachers used. The low frequency of these strategies, however, implies that EFL teachers, even those who resist burnout, need to be trained on different burnout coping strategies.
Keywords: burnout, coping strategies, qualitative design, Iranian EFL teachers
راهبردهای مقابله با فرسودگی شغلی در میان معلمان زبان انگلیسی ایرانی
فرسودگی شغلی یکی از خطرات بالقوه ای است که معلمان در معرض آن قرار دارند و می تواند تاثیر منفی بر عملکرد آنان داشته وموجب عوارض جانبی بسیاری مانند وضعیت بد سلامتی، افسردگی، غیبت از محل کار، و غیره شود. با این حال مشخص شده است که معلمانی که از راهبردهای مقابله مؤثر برای رویارویی با شرایط استرس زای شغلی استفاده می کنند می توانند در برابر فرسودگی شغلی مقاومت نمایند. این مطالعه کیفی با هدف بررسی راهبردهای مقابله مورد استفاده 15 معلم زبان انگلیسی ایرانی که در دبیرستان تدریس می کردند ودر پرسشنامه فرسودگی شغلی مازلاک فرسودگی شغلی کمی نشان داده بودند انجام شد. شرکت کنندگان مورد مصاحبه و در کلاس های درس مورد مشاهده قرار گرفتند و از آنها خواسته شد به مدت 8 جلسه خاطرات کلاسی خود رابعد از کلاس ثبت نمایند. داده های جمع آوری شده مورد تحلیل محتوا قرار گرفتند و نتایج نشان داد که ایجاد رابطه مثبت با دانش آموزان، بحث در مورد مشکلات با مدیران و همکاران، مدیریت کلاس، تفکر و تأمل، یادگیری مداوم و پایبندی به اصول اخلاقی جزء راهبردهای مقابله مهم مورد استفاده معلمان می باشد. یافته های مطالعه حاکی از ضرورت آموزش راهبردهای مقابله به معلمان زبان انگلیسی است تا بتوانند د رمقابل فرسودگی شغلی از خود محافظت نمایند.
کلمات کلیدی: فرسودگی شغلی، راهبردهای مقابله، مطالعه کیفی، معلمان زبان انگلیسی ایرانی- انتشار مقاله: 21-03-1395
- نویسندگان: Ramin Akbari,Ahmad Reza Eghtesadi
- مشاهده