Development of EFL Teachers’ Engagement and Professional Identity: The Effect of Discussing Teacher Competences via E- Collaborative Discussion Forum
محورهای موضوعی : نشریه زبان و ترجمهMasoumeh Ghamoushi 1 , Zohre Mohamadi Zenouzagh 2
1 - PhD candidate, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - Associate Professor, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
کلید واژه: Teacher professional identity, E-collaborative discussion, Teacher competences, Teacher development, Teacher engagement,
چکیده مقاله :
This study is a mixed method research that investigated the effect of electronic collaborative discussion forum on Iranian EFL teachers' engagement and professional identity and their development in terms of teachers‘ competences as they were engaged in collaborative teacher inquiry. For this purpose, 5 EFL teachers participated in 11 online forum discussion sessions. Before participating in discussions, their lev- el of engagement and professional identity were examined through administering two questionnaires. In order to investigate the effect of e-collaborative discussions, multidimensional scale of teacher engage- ment and questionnaire for investigating teacher's professional identity were administered twice in pretest and posttest. The results of Wilcoxon signed rank tests revealed significant difference from pretest to- wards posttest in teachers' engagement and professional identity. The content of the participants' discus- sion on an online forum was analyzed using Nvivo software through which categories and subcategories that indicate teacher competences emerged deductively. The major categories are technical competence, critical competence, personal competence and clinical competence. These four major categories include subcategories that represent teacher professional development. In the light of the results, important impli- cations are suggested for teaching practitioners.
این تحقیق یک تحقیق ترکیبی است که تاثیر گفتگوی مشارکتی در بسترهای گفتگوی الکترونیکی را بر روی تعامل، هویت حرفه ای و پیشرفت توانش معلمان زبان انگلیسی در ایران به هنگام مشارکت در این گفتگوها بررسی کرده است. بدین منظور، پنج معلم زبان انگلیسی در یازده جلسه گفتگوی برخط شرکت کردند. پیش از شرکت در این گفتگوها میزان تعامل و هویت حرفه ای ای آنها توسط دو پرسشنامه بررسی شد. برای بررسی تاثیر گفتگوی مشلرکتی الکترونیکی ، مقیاس چندبعدی تعامل معلمان و پرسشنامه ی هویت حرفه ای معلمان دو بار در مرحله پیش آزمون و پس آزمون توزیع و اجرا شد. نتایج آزمون ویلکاکسون نشان داد که میزان تعامل معلمان و هویت حرفه ای آنها از پیش آزمون تا پس آزمون تغییر چشمگیری داشته است. محتوای گفتگوی شرکت کنندگان در تالارهای گفتگوی الکترونیکی به وسیله نرم افزار انویوو آنالیز شد که بدین ترتیب چند مجموعه و زیر مجموعه به طور استنتاجی به دست آمد. مجموعه های اصلی شامل توانش تکنولوﮊی ، توانش نقادانه، توانش شخصی و توانش بالینی بودند. این چهار توانش اصلی شامل زیرمجموعه هایی بودند که نشان دهنده پیشرفت حرفه ای معلمان بود. در نتیجه این بررسی کاربردهایی هم برای کارشناسان امور آموزشی پیشنهاد شده است.
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