The Relationship among EFL Teachers’ Critical Thinking, Self-efficacy, and their Perception of Effective Teaching
محورهای موضوعی : language teachingنسیم شنگر فام 1 , ندا رهنما رودپشتی 2
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کلید واژه: effective teaching, Self-efficacy, critical thinking,
چکیده مقاله :
The present study was an attempt, in the first place, to observe whether there was any significant relationship among teachers’ critical thinking, self-efficacy, and perception of effective teaching. Moreover, the researchers tried to examine which variable was a better predictor of perception of effective teaching. To this end, the measures of the critical thinking ability of 143 EFL teachers were obtained using Honey’s (2000) Critical Thinking Questionnaire(adopted from Naieni, 2005). Also, their sense of efficacy was estimated utilizing Tschannen-Moran and Hoy’s (2001) Teachers’ Sense of Efficacy Scale. Moreover, their perception of effective teaching was determined employing Bell’s (2005) Effective Teaching Questionnaire. The results revealed a statistically significant relationship between both critical thinking and self efficacy of teachers and their perception of effective teaching. However, only two of the components of critical thinking, namely analysis and evaluation, were correlated with perception of effective teaching. Also, critical thinking components had a significant relationship with perception of effective teaching components. Additionally, it was found that there was a positive relationship between all components of self efficacy and perception of effective teaching and its components. Finally, the regression analysis showed that self efficacy was a better predictor of teachers’ perception of effective teaching in comparison with critical thinking though the margin of difference was not that large. This study has implications for the EFL teacher preparation and education programs.
پژوهش حاضر، در وهله اول، تلاشی در جهت بررسی رابطه میان تفکر نقادانه، خودکارآمدی و پنداشت تدریس اثربخش مدرسان زبان انگلیسی است. بعلاوه محققان تلاش نمودند تا بیازمایند که کدامیک از متغییرها (تفکر نقادانه یا خودکارآمدی) پیش بینی کننده بهتری برای تدریس اثربخش هستند. به منظور نیل به این هدف، میزان توانایی تفکر نقادانه 143 نفر از مدرسان زبان انگلیسی بوسیله پرسشنامه تفکر نقادانه Honey (2000) بدست آمد. همچنین، احساس خودکارآمدی آنان با استفاده از مقیاس احساس خودکارآمدی مدرس Tschannen-Morgan & Hoy (2001) مورد ارزیابی قرار گرفت. علاوه بر این، پنداشت آنان از تدریس اثربخش توسط پرسشنامه تدریس اثربخش Bell (2005) تعیین گردید. نتایج بدست آمده حاکی از این بود که به لحاظ آماری رابطه معناداری میان تفکر نقادانه و احساس خودکارآمدی مدرسان با پنداشت تدریس اثربخش ایشان وجود دارد. با این وجود، تنها دو مؤلفه تفکر نقادانه با عناوین تحلیل و سنجش، با پنداشت تدریس اثربخش رابطه معنادار داشتند. همچنین، مؤلفه های تفکر نقادانه رابطه معناداری با مؤلفه های پنداشت اثربخش داشتند. افزون بر این، نمایان شد که رابطه معنادار مثبتی میان تمامی مؤلفه های خودکارآمدی و پنداشت تدریس اثربخش به طور کلی و مؤلفه های آن وجود دارد. در پایان تجزیه و تحلیل رگرسیون نشان داد که احساس خودکارآمدی، پیش بینی کننده بهتری در مقایسه با تفکر نقادانه برای پنداشت تدریس اثربخش مدرسان است، هرچند که تفاوت چندان قابل ملاحظه نبود. این تحقیق، فواید ضمنی ای را برای آماده سازی و آموزش مدرسان زبان انگلیسی دارا می باشد.
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