آموزش بازتابی و مهارت های تمرینی: همبستگی بین بازتاب معلمان زبان انگلیسی و تمرین دانش آموزان

Subject Areas : All areas of language and translation

Farzaneh Abazari ¹ , Behzad Ghonsooly ² , Shahram Afraz ³

1 - Deptment of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
3 - Deptment of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran

Received: 2022-04-02 Accepted : 2022-08-07 Published : 2023-11-01

Keywords: آگاهی معلمان, یادگیری زبان, پیشرفت زبان, آموزش تأملی,

Abstract :

یادگیری و پیشرفت زبان به مهارت هایی که معلمان تمرین می کنند و وجود قابلیت های متخصص مانند بازتاب معلمان مرتبط است. هدف از مطالعه حاضر، جستجوی میزان مشارکت معلمان زبان انگلیسی در آموزش انعکاسی و آزمون سطح آگاهی معلمان در حال رشد از آموزش انعکاسی است که منجر به پیشرفت زبانی دانش‌آموزان می‌شود. داده‌ها با ابزارهای زیر جمع‌آوری شد: الف) آزمون تافل که از 350 دانش‌آموز ایرانی انگلیسی اجرا شد، ب) مجلات تأملی نوشته شده توسط 120 معلم زبان انگلیسی و ج) پرسشنامه آموزشی انعکاسی. در مرحله کیفی، 120 نفر از معلمان زن و مرد زبان انگلیسی از دو مؤسسه زبان کرمان به روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه آزمایش و گواه گمارده شدند. پس از اتمام درمان، پرسشنامه آموزشی انعکاسی به عنوان پس آزمون در اختیار دو گروه قرار گرفت تا تأثیر درمان مورد آزمایش قرار گیرد. نتایج آزمون t نشان داد که گروه آزمایش در بهره گیری از مؤلفه های تدریس انعکاسی از گروه کنترل پیشی گرفت. این یافته سؤالات تحریک آمیزی را در مورد آموزش تأملی و مهارت های تدریس مطرح می کند.

References:

Ahmad, I., Said, H. B., Zeb, A., Rehman, Sh. U., Ahmad, SH., & Khan, W. (2013). How does reflective practice improve teachers’ classroom teaching skills? Case of community-based schools in District Chitral, Khyber Pakhtunkhwa. Social Sciences and Humanities, 4 (1), 73-81.

Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. The system, 38(2), 211–227.

Akbari, R., Kiany, G. R., Naeeni, M. I., & Allvar, N. K. (2008). Teachers’ teaching styles, sense of efficacy, and reflectivity as correlates of students’ achievement outcomes. ITALY, 11(1), 1-27.

Ashraf, H., Samir, A., & Yazdi, M. T. (2016). Reflective teaching practice in an EFL context: A qualitative study. International Journal of English Linguistics, 6(7), 48.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: a study on EFL teachers’ reflection-on, in, and for action. Teaching and Teacher Education, 59, 372–382.

Camacho Rico, Z. D., Albarracin Trujillo, J. C., Martínez Cáceres, M., Durán Becerra, L., Arciniegas Vera, M. V., & Cote Parra, G. E. (2012). How can a process of reflection enhance teacher-trainees’ practicum experience? HOW, 19, 48–60.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Earlbaum Associates.

Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Co.

ETS. (2009). The Official Guide to the TOEFL Test (2009). McGraw-Hill.

Farrell, T. S. C. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. California: Corwin Press.

Farrell, T. S. C. (2012). Reflective writing for language teachers. Sheffield: Equinox Publishing.

Ghorbani M. R., Davodi, M., Adel, M. R., Amirian, M r. (2020). Reflective teaching through journal writing: A study on EFL teachers’ reflection-for-, in, and on-action. Language Related Research, 6(544), 27-54.

Goldhaber, D. (2002). The mystery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics. Education Next, 2(1), 50-55.

Grant, C. A. & Zeichner, K.M.(1984). On becoming a reflective teacher. In C. Grant (Ed.), Preparing for reflective teaching (p. 103-114). Massachusetts, Boston: Allyn & Baco.

Hagevik, R., Aydeniz, M., & Glennon Rowell, C. (2012). Using action research in middle-level teacher education to evaluate and deepen the reflective practice. Teaching and Teacher Education, 28, 675–684.

Ho, B., & Richards, J. C. (1993). Reflective thinking through teacher journal writing: myths and realities. Perspectives, 5(2), 25–40.

Holly, M. L. (1989). Reflective writing and the spirit of inquiry. Cambridge Journal of Education, 19(1), 71-80.

Hsu, P. Y. (2008). Using videotaping and reflective journal writing to improve student-teachers performance in the classroom. Chaoyang Journal of Humanities and Social Sciences, 6(2), 97–120.

Huang, H. W., & Hsu, P. Y. (2005). Reflective teaching through videotaping in an English teaching practicum course. In Proceeding of 2005 International Conference and Workshop on TEFL and Applied Linguistics (pp. 210–216). Taiwan, Crane.

Lai, G., & Calandra, B. (2010). Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing. Educational Technology Research and Development, 58(4), 421–437.

Lee, H. (2005). Understanding and assessing pre-service teachers’ reflective thinking. Teaching and Teacher Education, 21, 699–715. 

Lee, H.-J. (2000). The nature of the changes in reflective thinking in preservice mathematics teachers engaged in student teaching field experience in Korea. New Orleans: Paper presented at the Annual Meeting of the America Educational Research Association (AERA).

Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321– 329.

Liou, H. C. (2001). Reflective practice in a pre-service teacher education program for high school English teachers in Taiwan, ROC. System, 29(2), 197–208.

MacKinnon, A. M. (1987). Detecting reflection in action among pre-service elementary science teachers. Teaching and Teacher Education, 3(2), 135-145.

Moumene, A., Aldalalah, A & Bawaneh, A. (2020). Gauging the level of reflective teaching practices among science teachers. International Journal of Instruction. 13(1), 1-19.

Olaya, M. (2018). Reflective Teaching: An Approach to Enrich the English Teaching Professional Practice. HOW, 25(10), 149-170.

Poulou, M. (2007). Student teachers are concerned about teaching practice. European Journal of Teacher Education, 30(1), 91–110.

Richards, J. C. (1995). The language teaching matrix. Cambridge Language Teaching Library.

Richards, J. C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press.

Rodgers, C. (2020). The Art of Reflective Teaching Practicing Presence. Teachers College Press: Washington, D.C.

Sanders, W. L. (2000). Value-added assessment from student achievement data: Opportunities and hurdles. Journal of Personnel Evaluation in Education, 14(4), 329- 339.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Tang, E. (2013). The reflective journey of pre-service ESL teachers: an analysis of interactive blog entries. The Asia-Pacific Education Researcher, 22(4), 449–457.

Tsang, W. K. (2003). Journaling from internship to practice teaching. Reflective Practice, 4(2), 221–240.

Valli, L. (1997). Listening to other voices: a description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67–88.

Van Mannen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205–228.

Waltermire, L. (1999). The nature, roles, and interplay of the inner and outer voices of reflective teaching. Unpublished MA Thesis, Oklahoma State University, Oklahoma.

Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 1(1),57-67.

 Zhang, D. (2008). The effects of teacher education level, teaching experience, and teaching behaviors on student science achievement. Graduate Thesis, Utah State University, Logan.

Zulfikar, T., & Mujiburrahman, A. (2018). Understanding own teaching: becoming reflective