Revisiting Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Teachers’ Experience and their Academic Degree
محورهای موضوعی : English Language Teaching (ELT)پروین رضایی 1 , هانیه دواتگراصل 2 , نادر اسدی 3
1 - گروه آموزش زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
2 - گروه آموزش زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
3 - گروه آموزش زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
کلید واژه: Teaching Experience, academic degree, levels of reflection,
چکیده مقاله :
The present mixed-method study examines the effect of Iranian EFL teachers’ teaching experience and academic degree on five dimensions of reflective teaching. In this line, a 29-item Likert scale Reflective Teaching Questionnaire composed of practical, metacognitive, critical, cognitive, and affective dimensions was administered to a convenient sample of 142 male/female B.A., M.A., and Ph.D. EFL teachers with 4-30 years of teaching experience. Moreover, a semi-structured interview was conducted with 16 EFL teachers yielding more in-depth triangulated data on their reflection levels and the related problems. The MANOVA results indicated the significant effect of teachers’ experience and academic degree on their reflective teaching with the least effect reported on the affective dimension. The results indicated significant interaction of the two research variables with the dimensions of reflective teaching. Moreover, the interview results indicated that lack of time, prescribed syllabi, and ineffective teacher training programs were the main obstacles of reflective teaching. The findings may bear implications for Iranian curriculum developers, materials writers, teacher trainers, administrators, and EFL instructors.
پژوهش تلفیقی (کمی-کیفی) حاضر پنج بعد تدریس فکورانه معلمان زبان انگلیسی در ایران را با توجه به مدرک تحصیلی و سابقه تدریس آن ها بررسی می کند. در این راستا، پرسشنامه تدریس فکورانه مشتمل بر 29 گویه حاوی پنج بعد عاطفی، شناختی، انتقادی، فراشناختی و عملی به یک نمونه 142 نفری در دسترس معلمان مرد و زن ایرانی ارائه شد؛ طوریکه معلمان شرکت کننده در نظر سنجی دارای مدارک تحصیلی کارشناسی، کارشناسی ارشد و دکترا و با سابقه تدریس چهار تا 30 سال بودند. همچنین با 16 نفر از معلمان مصاحبه تدریس فکورانه به عمل آمد تا داده های عمیق و قابل اعتماد تری از اولویت ها و روش تدریس فکورانه آنان به دست آید. تحلیل مانوا ( MANOVA) بر روی داده های حاصل از تکمیل پرسشنامه نشان داد که تدریس فکورانه به شکلی معنی دار تحت تاثیر سابقه تدریس و مدرک تحصیلی می باشد. علاوه براین، تحلیل آماری نشانگر تعامل معنی دار این دو عامل مذکور با ابعاد تدریس فکورانه بود. نتایج مصاحبه ها هم حاکی از این موضوع بود که کمبود وقت، سر فصل دروس تجویز شده و اجباری، کتاب های درسی، و برنامه های آموزش غیراثربخش موانع عمده تدریس فکورانه معلمان ایرانی می باشند. یافته های تحقیق می تواند برای برنامه ریزان درسی، تهیه کنند ه های مطالب درسی، مربیان و معلمان تربیت معلم و آموزشگران زبان انگلیسی در ایران مفید باشد.
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