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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: perception,Professional Development,low-experienced teachers,high-experienced teachers,model development and validation
- چکیده:
- چکیده انگلیسی: The present study aimed at exploring Iranian EFL teachers’ perception of professional development. To this end, 200 EFL teachers teaching at private language institutes in Iran were selected as the participants of the study. First, a semi-structured interview was conducted with 50 participants of the study based on which Professional Development Perception Questionnaire was developed and pilot-tested (i.e. subjected to exploratory factor analysis) with 82 similar EFL teachers. The questionnaire was then expert viewed and administered to all the 200 participants of the study and was subjected to another factor analysis to ensure its validity and reliability more comprehensively. The findings yielded a valid model or inventory for assessing EFL teachers’ perceptions of professional development. The results also revealed that the participants perceived professional development enhanced their pedagogical knowledge, improved students’ learning outcomes, and helped them understand their own pedagogical weak points and strong points and those of their colleagues. Furthermore, the results of chi-square analyses indicated that high-experienced teachers had significantly more positive perceptions of professional development than their low-experienced counterparts. The results of the current study yielded a valid and reliable model for measuring English teachers’ perception of professional development which can be adopted safely by other similar studies. The findings might also contribute to policymakers and managers of language institutes to establish proper professional development activities for their teachers which might consequently lead to learners’ improvement in learning.
- انتشار مقاله: 17-10-1397
- نویسندگان: Hassan Soodmand Afshar,Shabnam Ghasemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Barriers,EFL Teachers,Professional Development,Professional development activities
- چکیده: پژوهش حاضر، به عنوان بخشی از یک پژوهش در مقیاس بزرگ، به بررسی موانع رشد حرفه ای معلمان ایرانی زبان انگلیسی می پردازد. بدین منظور، 200 معلم زبان انگلیسی شاغل در آموزشگاه های خصوصی آموزش زبان انگلیسی در این پژوهش شرکت کردند. این پژوهش از طرح روش ترکیبی (مختلط) برخوردار است، به این معنا که ابتدا مصاحبه ای نیمه ساختار یافته با 50 تن از شرکت کنندگان پژوهش انجام گرفت که بر اساس آن پرسشنامه ی موانع رشد حرفه ای معلمان طراحی شد و مورد سنجش روایی و پایایی قرار گرفت. نتایج تحلیل محتوای مصاحبه و یافته های آمار توصیفی پرسشنامه نشان داد که موانع به سه عامل اصلی از جمله "خود معلمان" (به عنوان مثال فقدان انگیزه ، فقدان روحیه کار تیمی و غیره)، "مدیران آموزشگاه های خصوصی زبان انگلیسی" (به عنوان مثال فقدان برنامه ی مدون برای رشد حرفه ای، حقوق پایین و غیره) و "سیاست گذاران آموزشی" ( به عنوان مثال رفتار رئیس مآبانه و یک سویه ی طراحان برنامه ی درسی) مربوط می شوند. یافته های پژوهش حاضرمی توانند برای مدیران موسسات آموزش زبان های خارجی ، معلمان و سیاست گذاران آموزش زبان مثمر ثمر واقع شوند. بنابراین به سیاست گذاران آموزش زبان های خارجی و طراحان برنامه درسی پیشنهاد می شود به منظور علاقه مندی و مشارکت معلمان زبان انگلیسی در فعالیت های به روز رشد حرفه ای ، فعالیت های رشد حرفه ای موثر و پایا مانند گروه های مطالعه ی معلمان، مشاهده کلاس درس همکار، روش های رشد حرفه ای برخط و برنامه های مبتنی بر رسانه های اجتماعی طراحی کنند.
- چکیده انگلیسی: As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. That is, first, a semi-structured interview was conducted with 50 participants of the study on the basis of which the barriers to teachers’ PD questionnaire (BTPDQ) was developed and validated. The results of the interview content analysis and the findings of the descriptive statistics of BTPDQ revealed the barriers were attributed to three major factors including ‘teachers themselves’ (e.g., lack of motivation, lack of teamwork spirit, etc.), ‘managers of the language institutes’ (e.g., institutes’ not having organized plans for PD, low payments, etc.), and ‘educational policy-makers’ (e.g., curriculum developers’ top-to-down managerial behavior, etc.). The findings might prove fruitful and innovative for the managers of foreign language education centers, teachers, and policy makers. Foreign language education policy makers, curriculum developers and syllabus designers are thus suggested to plan such effective and durable PD activities as teacher study groups, peer observation, online teacher PD methods and social-media-based programs in order to interest and involve EFL teachers in up-to-date PD activities.
- انتشار مقاله: 27-07-1398
- نویسندگان: Hassan Soodmand Afshar,Shabnam Ghasemi
- مشاهده