پیشرفت تعامل ای هویت حرفه ای و توانش معلمان زبان انگلیسی از طریق مشارکت در بسترهای گفتگوی الکترونیکی

Subject Areas : All areas of language and translation

Masoumeh Ghamoushi ¹ ( PhD candidate, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran )
Zohre Mohamadi Zenouzagh ² ( Associate Professor, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran )

Received: 2021-01-13 Accepted : 2021-01-13 Published : 2020-10-01

Keywords: گفتگوی مشارکتی الکترونیکی, توانش های معلم, پیشرفت معلم, تعامل معلم و هویت حرفه ای معلم,

Abstract :

این تحقیق یک تحقیق ترکیبی است که تاثیر  گفتگوی مشارکتی در بسترهای گفتگوی الکترونیکی را بر روی تعامل،  هویت حرفه ای  و پیشرفت توانش معلمان  زبان انگلیسی در ایران به هنگام مشارکت در این گفتگوها بررسی کرده است. بدین منظور،  پنج معلم زبان انگلیسی در یازده جلسه گفتگوی برخط  شرکت کردند. پیش از شرکت در این گفتگوها میزان تعامل و هویت حرفه ای ای آنها توسط دو پرسشنامه بررسی شد.  برای بررسی تاثیر گفتگوی مشلرکتی الکترونیکی ، مقیاس چندبعدی  تعامل معلمان و پرسشنامه ی هویت حرفه ای معلمان دو بار در مرحله پیش آزمون و پس آزمون توزیع و اجرا شد.  نتایج آزمون ویلکاکسون نشان داد که میزان تعامل معلمان و هویت حرفه ای آنها از پیش آزمون تا پس آزمون تغییر چشمگیری داشته است. محتوای گفتگوی شرکت کنندگان در تالارهای گفتگوی الکترونیکی  به وسیله نرم افزار انویوو آنالیز شد  که بدین ترتیب چند مجموعه و زیر مجموعه به طور استنتاجی به دست آمد. مجموعه های اصلی شامل توانش تکنولوﮊی ،  توانش نقادانه، توانش شخصی  و توانش بالینی بودند. این چهار توانش اصلی شامل زیرمجموعه هایی بودند که نشان دهنده پیشرفت  حرفه ای معلمان بود.  در نتیجه این بررسی کاربردهایی هم برای کارشناسان امور آموزشی پیشنهاد شده است.

References:

Abednia, A. (2012). Teachers‘ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years.Teaching and Teacher Education, 27(1), 10-20.

Bakker, A. , Albrecht, S., & Leiter, M. (2011). Key questions regarding work engagement. European journal of work organizational psychology, 20(1), 4-28.

Beijaard, D., Meijer, P. , & Verloop, N. (2004). Reconsidering research on teachers‘ professional identity. Teaching teacher education, 20(2), 107-128.

Beijaard, D., Verloop, N., & Vermunt, J. (2000). Teachers‘ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16 (7), 749-764.

Blašková, M., Blaško, R., Kucharčíková, A., & Sciences, B. (2014). Competences and competence model of university teachers. Procedia- Social and Behavioral Sciences, 159 (23), 457-467.

Borup, J., Graham, C., & Drysdale, J. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793-806.

Brindley, S. (2015). A critical investigation of the role of teacher research and its relationship to teacher professionalism, knowledge and identity. UCL Institute of Education,

Chong, S., & Low, E. (2009). Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy, Practice, 8(1), 59.

Creswell, J. (2014). Research design: qualitative, quantitative and mixed method approaches( 4th ed). London : Sage.

Drakulić, M. (2013). Foreign language teacher competences as perceived by English language and literature students.The Journal of Education, Culture, and Society, (1), 158-165.

Dunphy, B., Dunphy, S. (2003). Assisted performance and the zone of proximal development (ZPD); a potential framework for providing surgical education. Australian Journal of Educational & Developmental Psychology, 3, 48-58.

Duţă, N., Pânişoară, G., Pânişoară, I. (2014). The profile of the teaching profession– empirical reflections on the development of the competences of university teachers. Procedia- Social and Behavioral Sciences, 140, 390-395.

El-Hani, C., & Greca, I. (2013). ComPratica: A virtual community of practice for promoting biology teachers‘ professional development in Brazil. Research in Science Education, 43(4), 1327-1359.

Farrell,

T. (2013). Reflective practice in ESL teacher development groups: From practices to principles: Springer.

Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.

Geijsel, F., & Meijers, F. (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419-430.

Gibb, S. (2011). Human resource development: foundations, process, context: Macmillan International Higher Education.

González, G., & Skultety, L. (2018). Teacher learning in a combined professional development intervention. Teaching and Teacher Education, 71, 341-354.

Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers' engagement and students' satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274-284.

Karimi, M. N., & Mofidi, M. J. S. (2019). L2 teacher identity development: An activity theoretic perspective. System,81, 122-134.

Klassen, R. M., Aldhafri, S., Mansfield, C., Purwanto, E., Siu, A., Wong, M., & Woods-McConney, A. (2012). Teachers‘ engagement at work: An international validation study. Journal of Experimental Education, 80(4), 317-337.

Klassen, R., Yerdelen, S., & Durksen, T. (2013). Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS). Frontline Learning Research, 1(2), 33-52.

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and teacher education,21(8), 899-916.

Lee, K., Brett, C. (2015). Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course. Teaching and Teacher Education, 46, 72-83.

Little, J. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators handbook (pp. 491-517). New York: Longman.

Mohamadi, Z., & Malekshahi, N. (2018). Designing and validating a potential formative evaluation inventory for teacher competences. Language Testing in Asia, 8(1), 6.

Nguyen, C. (2016). Metaphors as a window into identity: A study of teachers of English to young learners in Vietnam. System,60, 66- 78.