English Language Teachers' Views on Self-initiated Professional Development
محورهای موضوعی : language teaching
Fatemeh Malek Abbasi
1
(Golestan Institute of Higher Education)
کلید واژه: Professional Development, Foreign Language Teaching, English language teachers, Teacher Education, Self-initiated Professional Development,
چکیده مقاله :
Keeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands as one of the noticeable trends. Although teacher development is crucial for the quality of education, it appears that there are not many studies on self-development of English language teachers in Iran. There are studies mostly concentrating on the evaluation of pre- or in-service programs in English language teaching. Addressing this call, the main purpose of this study was to investigate perceptions of 48 in-service English language teachers towards their professional development. The data collection instrument used was a researcher-made questionnaire consisting of both open-ended and close-ended items. Employing descriptive statistics, the data was analyzed. The results indicated that the teachers agreed with most of the concepts that indicate the importance of professional development. Moreover, they were aware of the importance of major professional development activities for their development. Yet, peer observation and action research were not preferred as much as the other activities.
همگام بودن با تغییرات و نو آوریهای مستمر در زمینه آموزش زبان انگلیسی ، به عنوان یک ضرورت کیفیت تدریس معلمان در نظر گرفته می شود. برای پیشرفت معلمان شیوه های زیادی وجود دارد که پیشرفت خود آغاز یکی از مهمترین آنها به شمار می رود. اگرچه پیشرفت معلمان برای کیفیت آموزش ضروری می باشد، اما به نظر می رسد که مطالعات زیادی در زمینه خود پیشرفتی معلمان زبان انگلیسی در ایران صورت نگرفته است. مطالعات انجام شده بیشتر بر ارزیابی برنامه های قبل و ضمن خدمت آموزش زبان انگلیسی متمرکز شده اند. با توجه به این خلا، هدف اصلی این پژوهش، بررسی نگرش چهل و هشت معلم زبان انگلیسی در حال خدمت نسبت به پیشرفت حرفه ای خود بوده است. ابزار جمع آوری اطلاعات یک پرسشنامه ی محقق ساخته بوده که از هر دو نوع سوال پاسخ باز و پاسخ بسته تشکیل شده بود. داده های گردآوری گردیده با استفاده از آمار توصیفی مورد تجزیه و تحلیل قرار گرفتند. نتایج مطالعه حاکی از آن است که این معلمان موافقت خود را در رابطه با اکثر مفاهیمی که بیانگر اهمیت پیشرفت حرفه ای هستند ابراز داشتند. همچنین ، آنها از اهمیت فعالیتهای اصلی پیشرفت حرفه ای جهت پیشرفت خود آگاهی داشتند. با این وجود، دو فعالیت مشاهده ی همکار و اقدام پژوهی نسبت به دیگر فعالیتها زیاد مورد توجه واقع نشدند.
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