Continuing Professional Development (CPD): Development of a New Scale to Measure EFL Teachers' CPD

محورهای موضوعی : نشریه زبان و ترجمه

Mehrdad Mohajerpour ¹ , حسین خدابخش زاده ² , Khalil Motallebzadeh ³ , محمد علی فاطمی ⁴

1 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
2 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
3 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
4 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran

تاریخ دریافت : 1401/08/17 تاریخ پذیرش : 1401/09/20 تاریخ انتشار : 1402/04/10

کلید واژه: Dynamic Assessment, Professional Development, Teacher Education, Continuing Professional Development,

چکیده مقاله :

Teachers' continuing professional development (CPD) is currently an engrossing area worldwide. Nevertheless, despite the growing range of literature concentrating on certain aspects of CPD, there is a paucity of literature addressing a measurement scale to know where teachers are standing and act as a motivating role. The purpose of this study was to construct and validate a new scale for measuring EFL Teachers' CPD. This scale is considered pristine because of the added characteristics of Dynamic Assessment (DA) as another aspect of improving teachers' CPD. The present study further sought to establish the validity and reliability of the questionnaire, as well as add more value and precision to the pre-existing inventories available. Moreover, in this study, the developed scale was validated through piloting the items, and the factor analysis confirmed the five-factor questionnaire. With reference to the final results, the questionnaire was found to be reliable, having internal consistency by performing Cronbach's Alpha analysis. Cronbach's alpha of .91 indicated a high internal consistency. The CPD questionnaire was validated via exploratory factor analysis to establish a new validated scale to evaluate teachers' current level of CPD. The results are discussed in the context of language teaching, and based on that, authorities and administrators should be attentive to the results. Future studies can use a mixed-method approach to evaluate teachers’ CPD by employing a questionnaire and interviews.

چکیده انگلیسی:

توسعه حرفه ای مستمر معلمان (CPD) در حال حاضر یک منطقه جذاب در سراسر جهان است. با این وجود، علیرغم افزایش دامنه ادبیاتی که بر جنبه‌های خاصی از CPD تمرکز می‌کند، ادبیات کمی وجود دارد که به مقیاس اندازه‌گیری برای دانستن جایگاه معلمان و نقش انگیزشی عمل می‌کند. هدف از این مطالعه ساخت و اعتبارسنجی مقیاس جدیدی برای اندازه‌گیری CPD معلمان زبان انگلیسی بود. این مقیاس به دلیل ویژگی های افزوده شده ارزیابی پویا (DA) به عنوان یکی دیگر از جنبه های بهبود CPD معلمان، بکر در نظر گرفته می شود. مطالعه حاضر بیشتر به دنبال ایجاد روایی و پایایی پرسشنامه و همچنین افزودن ارزش و دقت بیشتر به موجودی های موجود از قبل بود. همچنین در این پژوهش مقیاس توسعه‌یافته از طریق پایلوت گویه‌ها اعتبارسنجی شد و تحلیل عاملی پرسشنامه پنج عاملی را تأیید کرد. با استناد به نتایج نهایی، پرسشنامه با انجام تحلیل آلفای کرونباخ پایا و دارای ثبات درونی بود. آلفای کرونباخ 0.91 نشان دهنده سازگاری درونی بالا بود. پرسشنامه CPD از طریق تحلیل عاملی اکتشافی برای ایجاد یک مقیاس معتبر جدید برای ارزیابی سطح فعلی CPD معلمان تایید شد. نتایج در زمینه آموزش زبان مورد بحث قرار می گیرد و بر این اساس مسئولان و مدیران باید به نتایج توجه داشته باشند. مطالعات آتی می‌توانند از رویکرد ترکیبی برای ارزیابی CPD معلمان با استفاده از پرسشنامه و مصاحبه استفاده کنند.

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