بررسی مهارت های فنی، آموزشی و ارزیابی معلمان ایرانی در دوره های آنلاین زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

استادیار آموزش زبان انگلیسی، دانشگاه تهران، تهران، ایران

چکیده

 در سال‌های اخیر،  استفاده از  آموزش‌های برخط  محبوبیت فزاینده‌ای در میان دانش‌آموزان و معلمان انگلیسی کسب کرده است (بنت و مارش، 2002؛ کامپتون، 2009؛ دیویس و رز، 2007). با این حال، میزان اندکی از پژوهش‌ها به‌سمت  مطالعه‌ی میزان آمادگی و دانش معلمان در آموزش‌های برخط سوق داده شده است(کامپتون، 2009).  پژوهش حاضر  به‌بررسی ادارک معلمان زبان انگلیسی در تدریس  دوره‌های برخط می‌پردازد.  شرکت کنندگان این پژوهش شامل  108 معلم زبان انگلیسی بوده  که به‌تدریس آنلاین زبان در موسسات مختلف ایران می‌پرداختند. چارچوب اصلی نظری این پژوهش بر اساس نظریه کامپتون (2009) است که به‌بررسی مهارت‌های مورد نیاز تدریس آنلاین می‌پردازد. یافته‌های این پژوهش پیمایشی نشان داد که اکثریت معلمان برخط زبان انگلیسی  میزان محدودی از مهارت‌های فنی، آموزشی، ارزیابی و دانش رایانه‌ای را دارایند تا بتوانند برای استفاده در تدریس بر‌خط زبان انگلیسی به‌کار گیرند. این پژوهش، چندین پیشنهاد را برای توانمند‌سازی معلمان و تجهیز آنان به‌مهارت‌های لازم در محیط ایران ارائه می‌دهد. به عنوان مثال، در نظر گرفتن دوره‌ها و کارگاه‌های آموزشی برای ارتقای سطح دانش رایانه‌ای و برخط معلمان و در اولویت قرار دادن این نوع آموزش‌ها در دوره‌های تربیت مدرس از جمله راهکارهای پیشنهادی این مطالعه است.  یافته‌های پژوهش حاضر کاربرد‌هایی  نیز در جهت اجرای موثر آموزش‌های برخط زبان ارائه می‌کند.

کلیدواژه‌ها


عنوان مقاله [English]

An analysis of Iranian online EFL teachers' technological, pedagogical, and evaluation skills

نویسندگان [English]

  • Seyed Reza Dashtestani
  • Hossein Karami
English Department, Faculty of Foreign Languages and Literature University of Tehran, Iran
چکیده [English]

Recently, the implementation of online instruction has gained increasing popularity among English as a foreign language (EFL) students and teachers. However, very limited research has been directed towards online EFL teachers’ preparedness for and knowledge of online instruction. The present study aimed to explore Iranian online EFL teachers’ perceptions on their level of online language instruction skills. The participants included 108 online EFL teachers who worked at numerous language teaching institutions in Iran. Compton’s (2009) conceptual framework for required skills for online teaching was considered as the theoretical basis of this study. The findings of the survey study indicated that the majority of Iranian online EFL teachers have limited technological, pedagogical, and evaluation skills and knowledge in order to implement online instruction in the Iranian EFL context. The study proposes several recommendations and suggestions on how to equip teachers with the necessary skills required for online instruction in the EFL context of Iran.

کلیدواژه‌ها [English]

  • EFL
  • online instruction
  • teachers
  • Skills
  • students
  • Iran
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