رابطۀ بین درک معلمان زبان انگلیسی از دانش پایه و حس خودکارآمدی و رابطۀ بین آنها در بافت ایرانی

نوع مقاله: علمی پژوهشی

نویسندگان

1 مدیر گروه زبانهای خارجی دانشگاه علم و صنعت ایران

2 dfgh

چکیده

دربارۀ شناختی که معلمان زبان انگلیسی از خودکارامدی و دانش پایه دارند، مطالعه‌های اندکی انجام گرفته است. این مطالعه، رابطۀ بین دانش پایۀ معلمان و خودکارامدی آنان را بررسی می‌کند و مشخص می‌کند که آیا تجربۀ معلمان زبان انگلیسی بر شناختی که آنها از خودکارامدی و دانش پایه دارند، تأثیر دارد یا خیر. با استفاده از دو پرسشنامه چند گزینه‌ای طیف لیکرت، داده‌ها از 160 معلم زبان انگلیسی جمع‌آوری شدند. شرکت‌کنندگان در این مطالعه به دو گروه با‌تجربه و کم-تجربه تقسیم‌بندی شدند. تحلیل داده‌ها نشان داد که دانش پایه به میزان قابل توجهی خودکارامدی را پیش‌بینی می کند. همچنین در دانش پایه و خودکارامدی، گروهی که با‌تجربه بودند نسبت به گروهی که کم‌تجربه بودند، عملکرد بهتری داشتند. این مطالعه نشان داد که تجربه بر شناخت و عملکرد معلمان زبان انگلیسی در بافتار ایران نقش مثبتی دارد.
کلمات کلیدی: خودکارامدی معلمان، دانش پایه معلمان، تجربه معلمان، معلم با تجربه، معلم کم تجربه

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship between Iranian EFL Teachers’ Perception of Teacher Knowledge Base and Their Self-Efficacy Beliefs

نویسندگان [English]

  • Akram Nayernia 1
  • nima Hoseyny 2
1 Head of department, Faculty of foreign languages, Iran University of Science and Technology
2 sdfgh
چکیده [English]

Abstract
There has been a dearth of research on the EFL teachers’ cognition related to knowledge base and self-efficacy. This study investigated the relationship between teacher knowledge base and teacher self-efficacy and investigated whether English teachers’ experience can make a difference in affecting their sense of efficacy and knowledge base. By means of two multiple-choice Likert-type questionnaires, the data were collected from 160 Iranian EFL teachers. The participants were assigned into two groups including experienced and novice groups. Having the participants’ responses coded and then analyzed using the Spearman rank correlation coefficient and Mann-Whitney U test , it was found that teacher knowledge base noticeably predicted teacher self-efficacy and that the experienced group outperformed the novice group with respect to both teacher self-efficacy and teacher knowledge base. The current study highlighted the positive role of experience in the EFL teachers’ cognitions and practices in the Iranian context.
Keywords: Teacher self-efficacy, Teacher knowledge base, Teaching experience, Experienced teacher, Novice teacher

کلیدواژه‌ها [English]

  • Teacher self-efficacy
  • Teacher knowledge base
  • Teaching experience
  • Experienced teacher
  • Novice teacher
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