A Case of Group-Reflection Training: Iranian In-Service EFL Teachers’ Belief and Performance Development
محورهای موضوعی : نشریه زبان و ترجمه
سجاد فتحی
1
,
احمد محسنی
2
,
حسین رحمن پناه
3
1 - دانشکده ادبیات فارسی و زبان های خارجی دانشگاه آزاد اسلامی واحد تهران جنوب
2 - دانشکده ادبیات فارسی و زبان های خارجی دانشگاه آزاد اسلامی واحد تهران جنوب
3 - دانشکده ادبیات فارسی و زبان های خارجی دانشگاه آزاد اسلامی واحد تهران جنوب
کلید واژه: Reflective practice, teachers’ belief, Group-Reflection, In-Service EFL Teachers, Teachers’ Performance Development,
چکیده مقاله :
This study examines the effect of implementing group-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teachers participated in this study. All participants held a master's degree in TEFL. Teacher’s belief questionnaire, observation checklist, and Skype app were used as the instruments to collect data in this study. Before the training phase, the pre-test (observation checklist) was administered, and teachers’ previous teaching performance was evaluated and recorded by an expert supervisor (one of the researchers). Also, the teacher’s belief questionnaire was used by all the participants in this study to evaluate teachers’ assumptions about the efficacy of their teaching practice. The researchers utilized Skype App to instruct the participants in an online setting. During the training phase, participants were exposed to the group-reflection practice. The instruction was done in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered, and teachers’ teaching performance was evaluated and re-recorded. The teacher’s belief questionnaire was also utilized as the post-test. The data analysis indicated that implementing the principles of group-reflective instruction had a statistically significant effect on Iranian in-service EFL teachers’ beliefs about their teaching efficacy and teaching performance development. The findings of the present study have some implications that can assist English language educators, EFL learners, students, language curriculum program policymakers, and syllabus designers.
مطالعه حاضر به بررسی تأثیر اجرای آموزش بازتاب گروهی بر باورها و رشد عملکرد معلمان زبان انگلیسی ضمن خدمت ایرانی انجام می پردازد. از بین تمامی شرکت کنندگان موجود که در کالج بین الملل دانشگاه علوم پزشکی تهران در تهران تدریس می کردند، 20 معلم زبان انگلیسی ضمن خدمت در این مطالعه شرکت داشتند. همه شرکت کنندگان دارای مدرک کارشناسی ارشد رشته آموزش زبان انگلیسی بودند. پرسشنامه باور معلم، چک لیست مشاهده و اپلیکیشن اسکایپ به عنوان ابزار جمع آوری داده ها در این پژوهش استفاده شد. قبل از مرحله آموزش، پیش آزمون (چک لیست مشاهده) اجرا شد و عملکرد تدریس قبل از این دوره آموزشی معلمان، توسط سرپرست متخصص (یکی از پژوهشگران) ارزیابی و ثبت شد. همچنین برای ارزیابی باور معلمان در مورد اثربخشی عملکرد تدریس، از پرسشنامه باور معلم برای کلیه شرکت کنندگان در این پژوهش استفاده شد. محققان از اپلیکیشن اسکایپ برای آموزش شرکت کنندگان در یک محیط آنلاین استفاده کردند. در طول مرحله آموزش، شرکت کنندگان در معرض تمرین بازتاب گروهی قرار گرفتند. آموزش در 16 جلسه دو مرتبه در هفته به مدت دو ماه انجام شد. پس از مرحله آموزش، پس آزمون (چک لیست مشاهده) اجرا شد و عملکرد تدریس معلمان مجدداً ارزیابی و ثبت شد. همچنین از پرسشنامه باور معلم به عنوان پس آزمون استفاده شد. تجزیه و تحلیل داده‌ها نشان داد که اجرای اصول آموزش بازتاب گروهی تأثیر آماری معناداری بر باور معلمان زبان انگلیسی ضمن خدمت ایرانی در مورد اثربخشی تمرین و توسعه عملکرد تدریس دارد. یافته های مطالعه حاضر دارای کاربردهایی است که ممکن است به معلمان زبان انگلیسی، دانش آموزان، زبان آموزان زبان انگلیسی، سیاست گذاران برنامه درسی زبان و طراحان برنامه درسی کمک کند.
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