Teachers’ Perceptions of and Concerns for the Implementation of the New First Grade English Textbook at Iran’s Public Junior High Schools
محورهای موضوعی : language teachingمرضیه اسدی 1 , غلام رضا کیانی 2
1 - عضو هییت علمی
2 - Associate professor in TEFL, Tarbiat Modares University, Tehran, Iran
کلید واژه: Textbook evaluation, Prospect 1, English school teachers, Iran&rsquo, s Public Schools English Textbook, Teachers&rsquo, Perspectives,
چکیده مقاله :
Changing the English textbook of the first grade junior high school at Iran’s public schools after 27 years has sparked researchers’ interests in conducting evaluations of the new English textbook to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook (Prospect 1) from teachers’ perspectives. To attain this objective, 30 junior high school teachers were interviewed and the data were then analyzed by qualitative content analysis. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, the participant teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities.
تغییر کتاب درسی زبان انگلیسی سال اول دوره متوسطه اول در مدارس دولتی ایران بعد از 27 سال انگیزه محققان را برای ارزشیابی کتاب درسی جدید به منظور آگاهی از نقاط ضعف و قوت آن برانگیخت. در راستای این روند، این مطالعه با هدف ارزشیابی کتاب درسی جدید (پراسپکت 1) از دیدگاه معلمان انجام شد. برای دستیابی به این هدف، ،با 30 نفر از معلمان زبان انگلیسی سال اول دوره متوسطه اول مصاحبه به عمل آمد و داده ها توسط روش تحلیل محتوای کیفی تحلیل شد. نتایج نشان داد که از نظر معلمان، برخی از مشکلات کتاب درسی جدید استفاده از روش نامناسب آموزش الفبا، بومی سازی بیش ازحد محتوا، توجه بیش از حد به مهارتهای ارتباطی، نادیده گرفتن توسعه توانش بین فرهنگی در دانش آموزان، و عدم واقعی بودن در ارائه محتوا بودند. در نهایت به عنوان چهره های محوری در فرآیند تغییر آموزش، معلمان برای اصلاح کتاب جدید به امید این که صدایشان توسط مسولان مربوط شنیده شود پیشنهادهایی ارائه دادند.
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