بررسی شایستگی تدریس، رشد حرفه‌ای و شیوه‌های کلاس درس در بین مدرسین آموزش زبان انگلیسی با اهداف خاص دانشگاهی در ایران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان شناسی، دانشگاه فرهنگیان،زاهدان،ایران.

2 گروه آموزش زبان انگلیسی، دانشگاه فنی و حرفه ای، واحد دختران/اقلید/ایران.

10.22059/jflr.2025.360344.1042

چکیده

هدف این مطالعه بررسی و شناسایی تفاوت‌ها بین مدرسان محتوای زبان انگلیسی با اهداف دانشگاهی (EAP) و مدرسان رشته زبان انگلیسی از نظر باورهای بیان‌شده آن‌ها درباره شایستگی تدریس و مشارکت در فعالیت‌های توسعه حرفه‌ای بود. علاوه بر این، به دنبال یافتن نگرش دانشجویان نسبت به تمرینات کلاسی انجام شده توسط مدرسان زبان انگلیسی برای اهداف خاص دانشگاهی (ESAP) بود. برای انتخاب مدرسان، از روش نمونه‌گیری هدفمند استفاده شد تا مدرسان با تجربه و مرتبط با تدریس ESAP در نظر گرفته شوند. در مجموع، 80 مدرس شامل 40 مدرس زبان انگلیسی و 40 مدرس ESAP انتخاب شدند. برای انتخاب دانشجویان، از بین دانشجویان مقاطع کارشناسی در رشته‌های مختلف دانشگاهی، 80 دانشجو به‌طور تصادفی انتخاب شدند تا از نگرش‌های آنان نسبت به تمرین‌های تدریس مدرسان ESAP مطلع شویم. روش‌های جمع‌آوری داده‌ها شامل استفاده از پرسشنامه‌های شایستگی تدریس و توسعه حرفه‌ای برای مدرسان و پرسشنامه تمرین‌های کلاسی برای دانشجویان بود.مدرسان به پرسشنامه‌های صلاحیت‌های تدریس و فعالیت‌های توسعه حرفه‌ای پاسخ دادند. دانشجویان به پرسشنامه تمرین‌های کلاسی مدرسان ESAP، پاسخ دادند. نتایج تحلیل‌های آماری نشان داد که بین مدرسان عمومی و تخصصی زبان انگلیسی در مهارت‌های دریافتی، گرامر و واژگان، ترجمه، بازخورد و تصحیح خطا، رویکرد‌های کلاس، برنامه درسی ESAP و مطالب درسی، تفاوت معناداری وجود دارد.علاوه بر این، مشخص شد که بین مدرسان زن و مرد از نظر نگرش نسبت به پیشرفت حرفه ای، شایستگی تدریس و عملکرد کلاسی تفاوت معناداری وجود ندارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Teaching Competence, Professional Development and Classroom Practices among ESAP Instructors in Iran

نویسندگان [English]

  • Azam Pishadast 1
  • Zahra Rezaei Fard 2
1 Department of Linguistics, Farhangian University of Zahedan, Iran.
2 Department of Technical and Vocational University, Women’s Branch, Eghlid, Iran
چکیده [English]

This study aimed to examine the differences between English language instructors and English for Academic Purposes (EAP) instructors regarding their beliefs about teaching competence and participation in professional development. It also explored students’ attitudes toward the classroom practices of English for Specific Academic Purposes (ESAP) instructors. In addition, it investigated whether male and female EAP instructors differed in their views on teaching competence, professional development, and classroom practices. Participants included 80 instructors (40 English language instructors and 40 ESAP instructors) and 80 undergraduate students from various academic disciplines in universities in Zahedan. A purposive sampling method was used to select instructors with relevant ESAP teaching experience. Students were selected randomly to provide feedback on classroom practices. Instructors completed questionnaires on teaching competence and professional development, and students responded to a classroom practices questionnaire. Statistical analysis showed significant differences between English language and ESAP instructors in areas such as receptive skills, grammar and vocabulary, translation, feedback, error correction, classroom strategies, curriculum, and materials. However, there were no significant gender-based differences in instructors’ views on professional development, teaching competence, or classroom performance. The findings underline the need to support EAP instructors through targeted pre-service and in-service training programs and workshops. These initiatives can help improve their teaching skills and better prepare them for ESAP instruction in university settings.

کلیدواژه‌ها [English]

  • teacher education
  • teaching competence
  • professional development
  • classroom practice
  • EAP teachers
  • ESP teachers
  • ESAP teachers

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 15، شماره 1
تیر 1404
صفحه 47-66

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