Online Teacher Roles and Competencies: Voices from Pre-Service EFL Teachers
محورهای موضوعی : language teaching
مینا بصیرت
1
(
گروه انگلیسی، دانشگاه علم و صنعت ایران، تهران، ایران
)
محبوبه تقی زاده
2
(
گروه انگلیسی، دانشگاه علم و صنعت ایران، تهران، ایران
)
کلید واژه: EFL teachers, Teacher competencies, Online teacher roles, Pre-service teachers, Pedagogical roles,
چکیده مقاله :
Given the prevalence of COVID-19 pandemic and consequently the emergence of more online courses throughout the world, exploring teachers’ views about the shift from face-to-face to online environments seems significant. The objective of this study was thus twofold: (a) to investigate the roles EFL teachers take and (b) to determine competencies required to teach online English language courses. Mixed-methods research was conducted, and the participants were 100 MA students of TEFL at Iran University of Science and Technology (IUST). The required data were collected through administering two questionnaires, adapted by the researchers, on online teacher roles and competencies along with two open-ended questions. After carrying out descriptive statistics for the quantitative data and theme-based analysis for the qualitative ones, the results indicated that online teaching roles could be hierarchically ranked as pedagogical, professional, administrative, social, assessment, technological, and researcher. With regard to online teacher competencies, pedagogical, professional, and technological role competencies received the highest mean, while the researcher role competencies gained the lowest one. Pre-service EFL teachers held the view that having knowledge of technology and its use, knowledge of course/content, ability to sustain learners' motivation, online teaching skills, and ability to communicate were other competencies teachers require to fulfill their roles in online English language courses. The findings can provide more insights into how to redesign and map online teacher professional development courses to better prepare potential EFL teachers and boost their quality as online EFL teachers.
این پژوهش با هدف بررسی نقش مدرسان زبان انگلیسی و تعیین توانمندی های مورد نیاز جهت آموزش دوره های برخط زبان انگلیسی انجام شده است. برای این منظور، دیدگاه های 100 دانشجوی فارغ التحصیل رشته آموزش زبان انگیسی به عنوان زبان خارجه (TEFL) مورد بررسی قرار گرفت. جمع آوری اطلاعات مورد نیاز توسط دو پرسشنامه در مورد نقش های مدرسان برخط و توانمندی های آنها به همراه دو سوال پاسخ باز انجام گرفت. نتایج حاصل از این پژوهش حاکی از آن است که می توان نقش های مدرسان برخط را به ترتیب به عنوان نقش آموزشی، حرفه ای، اجرایی، اجتماعی، ارزیابی، فناوری و محقق رتبه بندی کرد. علاوه بر این، توانمندی های نقش آموزشی، حرفه ای و فناوری بالاترین میزان میانگین و توانمندی های نقش محقق کمترین میزان میانگین را به خود اختصاص دادند. با توجه به نتایج به دست آمده داشتن دانش فناوری و استفاده از آن، دانش مربوط به درس یا محتوا، توانایی حفظ انگیزه زبان آموزان، مهارت های تدریس برخط و توانایی برقراری ارتباط موثر از دیگر توانمندی هایی بود که مدرس برای ایفای نقش خود در کلاس های برخط زبان انگلیسی به آنها نیاز دارد. یافته های این پژوهش می تواند بینش ژرف تری در زمینه چگونگی طراحی دوره های رشد حرفه ای مدرسان برخط در جهت افزایش کیفیت و توانمند سازی آنها به عنوان مدرس برخط زبان انگلیسی ارائه دهند.
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