سطوح بازتاب در میان معلمان زبان انگلیسی زبان ایرانی: تأثیرات متقابل جنسیت، مدرک تحصیلی و تجربه معلمان

Subject Areas :

Parvin Rezaie ¹ ( English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran )
Haniyeh Davatgari Asl ² ( English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran )
Nader Asadi ³ ( English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran )

Received: 2023-07-18 Accepted : 2023-09-12 Published : 2023-10-01

Keywords: جنسیت, مدرک تحصیلی, سطح بازتاب, تجربه معلمان,

Abstract :

 در جامعه امروزی، برای معلمان، به ویژه معلمان زبان های خارجی، مهم است که درک کنند که بازتاب عامل اصلی در رشد حرفه معلمی در نظر گرفته می شود. این پژوهش با توجه به متغیرهای جنسیت، مدرک تحصیلی، سابقه تدریس و تأثیر متقابل بین آنها، به بررسی ابعاد مختلف تدریس تأملی در بین معلمان زبان انگلیسی زبان پرداخته است. برای انجام این کار، ابتدا با استفاده از یک طرح پیمایشی ترکیبی متوالی توضیحی، یک مقیاس پنج درجه ای لیکرت، پرسشنامه آموزش انعکاسی 29 سوالی شامل (عملی، فراشناختی، انتقادی، شناختی و عاطفی) بین 142 معلم زبان انگلیسی (مرد و مرد) توزیع شد. زن) با 4 تا 30 سال سابقه حرفه ای در لیسانس، کارشناسی ارشد و دکتری. مدارک تحصیلی با توجه به تجربه تدریس، شرکت‌کنندگان در سه گروه دسته‌بندی شدند. نتایج MANOVA نشان‌دهنده تأثیر معنادار تجربه معلمان بر تدریس تأملی با کمترین تأثیر گزارش شده بر بعد عاطفی بود. در مرحله دوم، شانزده معلم زبان انگلیسی برای شرکت در مصاحبه دعوت شدند. نتایج مطالعه حاضر برای معلمان زبان انگلیسی مفید خواهد بود تا تدریس موثر داشته باشند و خود را بیشتر در کشف سبک های یادگیری دانش آموزان و جنبه های انتقادی زمینه تدریس مشارکت دهند. آموزش انعکاسی به معلمان کمک می کند تا استقلال خود را تقویت کنند. تجزیه و تحلیل نشان داد که کمبود زمان، برنامه‌های درسی تجویز شده، کتاب‌های درسی از پیش تعیین‌شده، و برنامه‌های آموزشی ناکارآمد معلمان، موانع اصلی بر سر راه بازتاب آن‌گونه که معلمان تجربه می‌کنند، هستند. نتایج، پیامدهای آموزشی برای معلمان زبان انگلیسی و نظریه پردازان ایرانی در حوزه آموزش زبان دارند. 

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