Collaborative Discussion Circles: A Path towards Critical Language Teacher Development

محورهای موضوعی : language teaching

مهرشاد احمدیان ¹ (گروه زبان انگلیسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران)
پرویز مفتون ² (گروه زبان انگلیسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران)
3پرویز بیرجندی ³ (گروه زبان انگلیسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران)

تاریخ دریافت : 1400/09/26 تاریخ پذیرش : 1400/09/26 تاریخ انتشار : 1400/05/10

کلید واژه: Teacher Education, ELT, Postmethod pedagogy, Freirean pedagogy, reflective action,

چکیده مقاله :

The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study.

چکیده انگلیسی:

ظهور دوره ی فرا متد برداشت و تصور ما از معلمان زبان انگلیسی را به طور کامل دگرگون کرده است و موجب شد تدریس کارآمد در حوزه ی آموزش زبان انگلیسی به سخنگویان دیگر زبان ها بیش از پیش اهمیت یابد. اما دغدغه ی اساسی دنیای امروز آموزش زبان انگلیسی کمبود بسته ای اثربخش برای آموزش معلمانی است که بتوانند مستقلا و با در نظر گرفتن مؤلفه های مختلف حاکم بر کلاس درس مهارت های لازمه برای تصمیم گیری مناسب و حل مسایل پیچیده ی تدریس را داشته باشند. از این رو، پژوهش کنونی تلاش دارد تا از طریق تشکیل محافل بحث های حرفه ای و نقادانه ی گروهی، گامی عملی به سوی اجرای آموزش انتقادی معلمان زبان انگلیسی بردارد. روش تحقیق به خدمت گرفته از نوع ترکیبی کیفی و کمی (به روش نیمه تجربی و دارای سه مرحله پیش آزمون، 12 هفته اجرا، پس آزمون) می باشد. بررسی نتایج  به دست آمده از پرسش نامه تدریس اندیشه ورز (اکبری و دیگران، 2010) و فیلم های تدریس حاکی از آن است که راهکار  پیشنهادی یعنی شرکت در محافل بحث های حرفه ای و نقادانه ی گروهی موجب تقویت تدریس اندیشه ورز در هر 13  معلم زبان انگلیسی شرکت کننده گردید.

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