بررسی راهبردهای پیشرفت حرفه ای مستمر: الگویی برای موفقیت مدرسان زبان انگلیسی

نوع مقاله: علمی پژوهشی

نویسندگان

1 گروه زبان انگلیسی, دانشگاه ازاد اسلامی واحد تربت حیدریه

2 زبان انگلیسی، دانشگاه آزاد اسلامی، تربت حیدریه، ایران

3 زبان انگلیسی، دانشگاه آزاد اسلامی، مشهد، ایران

چکیده

ارزیابی موفقیت مدرسان در امر آموزش، و استفاده از دانش و تجربه مدرسان حرفه‌ای که توانایی تشخیص نیازهای زبان‌آموزان را دارند، در دهه‌های گذشته، به یکی از مسائل حائز اهمیت تبدیل شده است. پژوهش حاضر، به ارزیابی اهمیت و میزان تأثیر برنامه‌های پیشرفت حرفه‌ای، بر موفقیت مدرّسان، براساس دیدگاه دانش‌آموزان می‌پردازد. برای این منظور، مدل ساختاری پیشنهاد شد و از نرم‌افزار SmartPLS و رویکرد کمینة مربعات جزئی معادلات ساختاری برای بررسی آن استفاده شد. برای دستیابی به اهداف پژوهش، 316 مدرس زبان انگلیسی و 828 دانش‌ آموزدر این تحقیق شرکت کردند. یافته‌ها نشان داد که راهبردهای پیشرفت حرفه‌ای، رابطة مؤثری با موفقیت مدرسان دارد. سازه‌های «همکاری» و «به‌روز رسانی» بیشترین بار را نشان می‌دهند. سازة «تأمل» به‌طور متوسط بر «همکاری» تأثیرگذار است. دو سازة «همکاری» و «تأمل» به میزان چشمگیری، تحت تأثیر«به روز رسانی» قراردارند. نتایج تأثیر معنادار سازة «تصمیم‌گیری» بر «موفقیت مدرسان» را به‌مثابة عامل پیش‌بینی‌کنندة «موفقیت مدرسان» نشان می‌دهد.

کلیدواژه‌ها


عنوان مقاله [English]

Continuing Professional Development Strategies: A Model for the EFL Teachers’ Success

نویسندگان [English]

  • Mona Tabatabaee-Yazdi 1
  • Khalil Motallebzadeh 2
  • Hamid Ashraf 2
  • Purya Baghaei 3
1 Department of English, Islamic Azad University, Torbat-e-Heydarieh Branch, Iran
2 Department of English, Islamic Azad University, Torbat-e-Heydarieh Branch, Iran.
3 Department of English, Islamic Azad University, Mashhad Branch, Iran
چکیده [English]

Throughout the past decade, evaluating teachers’ success has become a crucial issue due to the increased motivation on teacher accountability. Thus, the purpose of the present study is to determine the significance of Continuing Professional Development programs and EFL teachers’ success in the Iranian institutional context based on students’ perspectives. For this purpose, a CPD model was suggested and verified using PLS-SEM. A total number of 316 English-major institutional teachers in Iran completed the CPD questionnaire. Besides, about 30 percent of their students, 828 students, are asked to fill in teachers’ success questionnaire, which intended to check students’ opinions on how successful they measured their teachers in teaching. The proposed PLS-SEM model effectively fitted the data using SmartPLS statistical software. Results specified that practice of CPD strategies had a strong direct predicting power on EFL teachers’ success. The results, specifically, highlight the importance of not only CPD strategies concerning “updating” activities and “reflecting” ones, but also high loadings of other strategies such as those relating to “decision making” and “collaborating”.

کلیدواژه‌ها [English]

  • Teachers’ Success
  • Teachers’ Professional Development
  • PLS-SEM
  • English as Foreign Language Teachers
  • SEM
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