اعتبار سنجی پرسشنامه ارزیابی کارایی مدرس در آموزش زبان انگلیسی: بررسی تاثیر اموزش مودولار

Subject Areas : All areas of language and translation

Parisa Tahan Shizari ¹ , Farid Ghaemi ² , Natasha Pourdana ³ , Kobra Tavassoli ⁴

1 - English Department, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - English Department, Karaj Branch, Islamic Azad University, Karaj, Iran
3 - English Department, Karaj Branch, Islamic Azad University, Karaj, Iran
4 - English Department, Karaj Branch, Islamic Azad University, Karaj, Iran

Received: 2021-11-07 Accepted : 2022-01-09 Published : 2022-07-01

Keywords: آموزش مودولار, تاثیر مئرس, دریافت,

Abstract :

تاثیر مدرس به عنوان موضوعی جدی در حوزه های متفاوت آموزش مورد توجه بوده است و اخیراً در حوزه آموزش زبان انگلیسی به عنوان زبان دوم یا خارجی مورد توجه قرار گرفته است. علی رغم اهمیت موضوع هیچگونه پرسشنامه‌ای تاکنون طراحی نشده است که بتواند نظرات زبان آموزان و مدرسین زبان انگلیسی را ارزیابی کند. برای پاسخ به این نیاز در مرحله اول مطالعه پس از مرور ادبیات مربوطه پرسشنامه‌ای با حضور ۲۲۴ نفر و ۴۷ مورد جهت ارزیابی تاثیر مدرس طراحی گردید. این پرسشنامه در مورد آنالیز عوامل قرار گرفت و در آن عوامل اصلی شناسایی گردیدند. پس از آن پرسش نامه اصلی با ۴۲ مورد طراحی شد. در مرحله دوم مطالعه  پرسشنامه با ۳۲۲ زبان آموز انگلیسی و ۵۰ مدرس زبان انگلیسی مورد استفاده قرار گرفت تا بتوان تاثیر آموزش مودولار را بر ویژگی های مختلف تاثیر مدرس بررسی کرد. یافته های پژوهش حاضر حاکی از آن هستند فاکتورهایی همچون رفتار مدرس،دیدگاه،ارتباط مدرس و زبان آموز،علاقه و روش آموزش در مرحله اول تاثیر مثبتی بر آموزش زبان دارند و در مرحله دوم دانش تاثیر معلم و آموزش مودولار به درک ماهیت و شرایط آموزش زبان کمک شایانی می کند.    

References:

Askew, M., Brown, M., Rhodes, V., William, D., & Johnson, D. (1997). Effective teachers of numeracy: Report of a study carried out for the teacher training agency. London:  King's College, University of London.

Borich, D.G. (1996). Effective teaching methods (3rd ed.). New Jersey Columbus, Ohio, Merrill and Imprint of Prentice-Hall Englewood Cliffs.

Breen, M. (2001). Overt participation and covert acquisition in the language classroom. In: M. Breen (Ed.), Learner contributions to language learning (pp. 112–140). Harlow: Pearson Education.

Brookfield, S. D. (1991). The development of critical reflection in adulthood. New Education, 13(1), 39-48.

Brophy, J. (1992). Probing the subtleties of subject-matter teaching. Educational Leadership, 49(7),4-8.

Brown, A. (2002). The language and communication of SMS: An exploratory study of young adults' text-messaging. Unpublished BA dissertation, Cardiff University.

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.

Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72-80). Cambridge: CUP.

Goldstein, E.S. (1995). An AP-1 (Jun/Fos) binding site negatively regulates transcription.  A. Dros. Res. Conf. 36: 272 B.

Goe, L. (2008). Teacher quality and student achievement: Making the most of recent research. TQ Research & Policy Brief. URL (last checked 28 December 2011).

Hassani, V., Khatib, M., Yazdani Moghaddam, M. (2019). An Investigation of Teachers’ Perceptions of KARDS in an EFL Context. International Journal of Foreign Language Teaching and Research, 7(28), 135-153.

Hopkins, D., & Reynolds, D. (2001). The Past, Present, and Future of School Improvement: Towards the Third Age. British Educational Research Journal, 27(4), 459-475.

Jones, V. (2006). How do teachers learn to be effective classroom managers? In C. M. Evertson & C. S.

Kazemi, A., & Soleimani, N. (2016). On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed-method study. Iranian Journal of Language Teaching Research, 4(2), 87-103.

Khatib, M., & Miri, M. (2016). Cultivating multivocality in language classrooms: Contribution of critical pedagogy-informed teacher education. Critical Inquiry in Language Studies, 13(2), 98-131. doi: 10.1080/15427587.2015.1137197

Kumaravadivelu, B. (2006). In defense of post-method. ILI Language Teaching Journal, 1(1), 15-19.

Kumaravadivelu, B. (2012) Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing and Seeing. Routledge.

McBer, H. (2000). Research into Teacher Effectiveness: A Model of Teacher Effectiveness. Nottingham: Department for Education and Employment.

Meksophawannagul, M. (2015). Teacher and learner views on effective English teaching in the Thai context: The case of Engineering students. English Language Teaching, 8(11), 99.

Muijs, D., & Reynolds, D. (2000). School effectiveness and teacher effectiveness in mathematics: some preliminary findings from the evaluation of the Mathematics enhancement program (Primary). School Effectiveness and School Improvement, 11(3), 273-303.

Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviors: What really matters? Journal of Classroom Interaction, 37, 3-15.

Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.

Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. London: Paul Chapman.

Sardabi, N., Biria, R., & Ameri Golestan, A. (2018). Reshaping teacher professional identity through critical pedagogy-informed teacher education. International Journal of Instruction, 11(3), 617-634.

Steenekamp, K., van der Merwe, M., & Salieva Mehmedova, A. (2018). Enabling the development of student-teacher professional identity through vicarious learning during an educational excursion. South African Journal of Education, 38(1), 1-8.

Teddlie, C., & Stringfield, S. (1993). Schools make a difference: Lessons learned from a 10-year study of school effects. New York: Teachers College Press.

Winch, C. (1996). The aims of education revisited. Journal of Philosophy of Education, 30(1), 33-44