تکوین تدریس فکورانه در معلمین تازه کار زبان انگلیسی: نقش روش یادداشت نویسی

نوع مقاله: علمی پژوهشی

نویسندگان

1 فارغ التحصیل دکتری از دانشگاه تربیت مدرس

2 گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

چکیده

تدریس فکورانه یکی از پر اهمیت‌ترین مدل‌های تربیت معلم می‌باشد. علیرغم اینکه این شیوه تدریس در بسیاری از مطالعات پژوهشی مورد تفحص قرار گرفته است، در بیشتر موارد مطالعات مربوطه به صورت مقطعی انجام گرفته و ماهیت شکل‌گیری این نوع تدریس در بلند‌مدت مورد بررسی قرار نگرفته است. مطالعه حاضر، نوع شکل‌گیری تدریس فکورانه در چهار معلم تازه کار آموزش زبان انگلیسی را بررسی کرده است. در این راستا، استراتژی‌های مربوط به یادداشت‌ نویسی فکورانه به معلمین آموزش داده شده و سپس یادداشت‌های فکورانه هر معلم در بازه زمانی یک سال مورد تحلیل قرار گرفت. نتایج پژوهش حاکی از آن است که نوع عمل فکورانه و عمق آن در معلمین به تدریج و در اثر آموزش مسایل مربوط به تدریس فکورانه، متنوع تر و بیشتر شده است. این یافته‌ها لزوم توجه به طراحی و اجرای دوره‌های "پیشبرد حرفه ای" متمرکز بر تدریس فکورانه را در محیط‌های آموزشی مختلف برجسته می‌سازد.

کلیدواژه‌ها


عنوان مقاله [English]

The Development of Reflective Practice among Novice English Language Teachers: The Role of Reflective Journals

نویسندگان [English]

  • Foad Behzadpoor 1
  • Reza Ghafar Samar 2
  • Ramin Akbari 2
  • Gholam Reza Kiany 2
1 PhD, from Tarbiat Modares University
2 Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
چکیده [English]

Reflective teaching has proved to be one of the most important and influential approaches to teaching in second language teacher education. Although this approach has been the subject of numerous studies, in the majority of cases, such studies have been carried out cross-sectionally rather than longitudinally. To address this major problem, the present study, adopting a qualitative research tradition, investigated the development of the reflective practice among four novice English language teachers. The teachers were instructed in strategies employed for journal writing. Reflective journals were collected from each teacher within the time span of one year and were content analyzed. The results of the content analysis indicated that the participants' teaching practice improved gradually and developmentally in terms of both the type and depth of reflection. The findings urge the integration of the reflective practice, along with its tools and procedures, into teacher education courses/programs in different Iranian educational context.

کلیدواژه‌ها [English]

  • reflective teaching
  • novice English language teachers
  • reflective journal
  • professional development
  • teacher education

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