Appraising the Generalizability of EFL Teachers’ Passion for Profession: Evidence from Teachers’ Perceptions and MSA Model
محورهای موضوعی : نشریه زبان و ترجمه
Zohreh Sisiyan
1
(
Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
fazlolah Samimi
2
(
Department of English, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
)
Shahram Afraz
3
(
Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
)
کلید واژه: teacher’s perception, Teacher's Passion, Teacher's Profession, MSA Model,
چکیده مقاله :
Achieving success in teaching English requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this study was to orient the reader and succinctly identify the key variables of teachers' passion that leads teachers to success. In fact, the study tried to identify the components of a model of teachers’ passion which can be expanded based on teachers’ perceptions and MSA model. It delineated the characteristics of successful English teachers embedded within five central dimensions, along with their underlying structures. The data of the study were collected with semi-structured interviews. The content analysis method was used to analyze the data. By the research aim, this study identified 5 dimensions from 22 subcomponents and 65 concepts. Individual characteristics were determined as the first dimension of the study. The subcomponents under these categories identified as ‘Self-awareness’, ‘Personal Lifestyle’ and ‘Potential Ability. Psychological characteristics were determined as the second dimension of the study. The subcomponents under these categories included ‘Anger Management, ‘Emotion’ ‘Positive Attitude’ and ‘Flexibility’. In conclusion, teachers were passionate about being successful, effective working conditions, students’ desire for learning, being more autonomous, equitable and consistent implementations regarding with education approach. The present study can offer major practical implications for language teachers, language students and material developers. In the second language learning context, creating positive emotions and lessening the negative emotions both on the part of the teachers as well as the learners could increase motivation, effort and success.
دستیابی به موفقیت در آموزش زبان انگلیسی مستلزم آن است که معلمان ویژگی های اساسی متفاوتی را نشان دهند که شامل چندین ساختار اساسی و متقابل است. هدف از این مطالعه جهت دهی به خواننده و شناسایی اجمالی متغیرهای کلیدی اشتیاق معلمان بود که معلمان را به سمت موفقیت سوق می دهد. در واقع، این تحقیق سعی در شناسایی مؤلفه‌های مدل شور و اشتیاق معلمان دارد که بر اساس ادراک معلمان و مدل MSA قابل گسترش است. این ویژگی‌های معلمان انگلیسی موفق را که در پنج بعد مرکزی گنجانده شده‌اند، همراه با ساختارهای زیربنایی آنها ترسیم می‌کند. داده های پژوهش با مصاحبه نیمه ساختاریافته جمع آوری شد. برای تجزیه و تحلیل داده ها از روش تحلیل محتوا استفاده شده است. با هدف تحقیق، این پژوهش 5 بعد از 22 زیر مؤلفه و 65 مفهوم را شناسایی کرد. ویژگی های فردی به عنوان بعد اول مطالعه تعیین شد. مولفه های فرعی تحت این دسته ها به عنوان «خودآگاهی»، «سبک زندگی شخصی» و «توانایی بالقوه» شناسایی می شوند. ویژگی های روانشناختی به عنوان بعد دوم مطالعه تعیین شد. مولفه‌های فرعی این دسته‌ها شامل «مدیریت خشم»، «هیجان» «نگرش مثبت» و «انعطاف پذیری» بود. در نتیجه، معلمان علاقه زیادی به موفقیت، شرایط کاری مؤثر، تمایل دانش آموزان به یادگیری، خودمختارتر، عادلانه تر و اجرای مداوم در رابطه با رویکرد آموزشی داشتند. مطالعه حاضر می تواند مفاهیم عملی عمده ای را برای معلمان زبان، دانشجویان زبان و توسعه دهندگان مطالب ارائه دهد. در زمینه یادگیری زبان دوم، ایجاد احساسات مثبت و کاهش احساسات منفی هم از سوی معلمان و هم در زبان آموزان می تواند انگیزه، تلاش و موفقیت را افزایش دهد.
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