special issue:Projection of Immunity in Teachers’ Level of Thinking in Iranian IELTS Writing Classrooms
محورهای موضوعی : Applied LinguisticsFatemeh Mohammad jafari 1 , Seyed Hamed Etemadi 2
1 - Department of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English language, Nour Branch, Islamic Azad University, Nour, Iran
کلید واژه: Teacher Immunity, SRSD, Teachers’ Level of Thinking, Writing Classrooms,
چکیده مقاله :
Without a question, having a healthy and wellbeing state which may result from positive teacher-student relationship can cultivate teachers’ self-efficacy and it affects how they approach their professional identity. Speaking of health and well-being, language teacher immunity can be a great help to study how teachers’ health and well-being are linked to effective classroom practices. Following that, this qualitative study, tried to use retrodictive qualitative modeling to work backwards to uncover the developmental paths that led teachers to a clear state. In this study, five IELTS teachers from two separate institutions were invited to participate to be investigated and compared. Also, this study intended to describe the occurrence of self-regulated strategy development in teaching writing through levels of thinking in Bloom’s taxonomy. To answer the questions of this ethnographic study, three data collection techniques of document collection, classroom observations, and interviews were utilized to proceed both thematic and descriptive content analyses. The results of this comparative ethnography discovered that in the Iranian IELTS classrooms, “the Visionary” and “The Spark plug” should be placed in two separate groups of immunity (productive and adaptive) to increase the categories of immunity to 3 in this context (Productive, adaptive, and maladaptive). Moreover, regarding teachers’ performances the researchers were convinced to add “organization of thoughts” to the second stage of SRSD to extend this stage to “Discussion/ Organization of thoughts” in Iranian IELTS teaching contexts.
Without a question, having a healthy and wellbeing state which may result from positive teacher-student relationship can cultivate teachers’ self-efficacy and it affects how they approach their professional identity. Speaking of health and well-being, language teacher immunity can be a great help to study how teachers’ health and well-being are linked to effective classroom practices. Following that, this qualitative study, tried to use retrodictive qualitative modeling to work backwards to uncover the developmental paths that led teachers to a clear state. In this study, five IELTS teachers from two separate institutions were invited to participate to be investigated and compared. Also, this study intended to describe the occurrence of self-regulated strategy development in teaching writing through levels of thinking in Bloom’s taxonomy. To answer the questions of this ethnographic study, three data collection techniques of document collection, classroom observations, and interviews were utilized to proceed both thematic and descriptive content analyses. The results of this comparative ethnography discovered that in the Iranian IELTS classrooms, “the Visionary” and “The Spark plug” should be placed in two separate groups of immunity (productive and adaptive) to increase the categories of immunity to 3 in this context (Productive, adaptive, and maladaptive). Moreover, regarding teachers’ performances the researchers were convinced to add “organization of thoughts” to the second stage of SRSD to extend this stage to “Discussion/ Organization of thoughts” in Iranian IELTS teaching contexts.
Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and teacher education, 28(5), 706-717.
DeTeso, J. A. (2011). Student-Teacher relationships as predictors of reading comprehension gains in 2nd grade, Columbia University.
Harris, K. R., & S. Graham (2016). Self-regulated strategy development in writing: Policy implications of an evidence-based practice. Policy Insights from the Behavioral and Brain Sciences 3(1), 77-84.
Hildenbrand, K. J., & J. A. Schultz (2012). Development of a rubric to improve critical thinking. Athletic Training Education Journal, 7(3), 86-94.
Hiver, P., & Z. Dörnyei (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423.
Heylighen, F. (2008). Complexity and Self-organization, HEYLIGHEN (in Bates & Maack. eds) prepared for the Encyclopedia of Library and Information Sciences, edited by Marcia J. Bates and Mary Niles Maack (Taylor & Francis, 2008)
Muganga, L.,& P. Ssenkusu (2019). Teacher-centered vs. student-centered: An examination of student teachers’ perceptions about pedagogical practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, 11(2), 16-40.
Ordem, E. (2017). Developing Critical-Thinking Dispositions in a Listening/Speaking Class. English Language Teaching, 10(1), 50-55.
Rezaei, O., et al. (2016). Evaluation of IELTS preparatory courses in Iran: Teaching practices and strategies in focus. Teaching English Language, 10(2), 47-71.
Safdari, S. (2023). Trajectory of L2 Motivation Theories Development: Transition from the Social Psychological Views to the Socio-dynamic Perspectives. Journal of Teaching English Lnaguage Studies, 8(1), 39-48.
Scriven, M., & R. Paul (1987). Critical thinking. The 8th Annual International Conference on Critical Thinking and Education Reform, CA.
Sheybani, M., & F. Miri (2019). The relationship between EFL teachers’ professional identity and their critical thinking: A structural equation modeling approach. Cogent Psychology, 6(1),
Suleman, Q., Shehzad, S., Syed, MA.,& Raja, SA. (2018). Relationship between perceived occupational stress and psychological well-being among secondary school heads in Khyber Pakhtunkhwa, Pakistan. PloS one , 13(12), 1-22
