طراحی و تدوین پرسشنامه تعیین سطح تفکر بازخوردی (تدریس تامل گرایانه) مدرسان زبان

نوع مقاله: علمی پژوهشی

نویسندگان

حکیم سبزواری

چکیده

. هر چند تدریس تامل گرایانه از شاخصه های حرفه ای بشمار می رود پژوهش چندانی در خصوص طراحی ابزاری جهت سنجش میزان تدریس تامل گرایانه مدرسان زبان انجام نشده است. از این رو پژوهش حاضر به منظور طراحی و اعتبار سنجی پرسشنامه تعیین سطح تدریس تامل گرایانه مدرسان زبان بر اساس مدل وارد و مک کوتر (۲۰۰۴) انجام گرفت. نسخه نهایی ابزار طراحی شده با جامعه آماری 250 مدرس زبان ایرانی بررسی شد و سپس به منظور احراز روایى پرسشنامه تحلیل عاملى اکتشافى، تحلیل عاملى تأییدى و براى احراز پایایى از روش ضریب آلفاى کرانباخ استفاده شد. نتایج تحلیل اکتشافى وتاییدی مدل چهار عاملی متشکل از عامل های: عادی، فنی، محاوره ای و تبدیلی را تایید کرد. میزان آلفای 81/ . بدست آمد. نتایج پژوهش نشان داد که پرسشنامه ، از روایى و پایایى لازم براى شناسایى سطح تدریس تامل گرایانه مدرسان برخوردار است. کاربردهای این ابزار در محیط یادگیری زبان مطرح شد.

کلیدواژه‌ها


عنوان مقاله [English]

Development of an Instrument to Measure EFL Teachers’ Level of Reflective Teaching

نویسندگان [English]

  • rokhsareh ghorbanimoghaddam
  • mohammad davoudi
  • mohammad adel
  • mohammadreza amirian
hakim sabzevari
چکیده [English]

Although reflective practice is seen as a distinguishing characteristic of professionals, there is limited research providing methods for assessing whether EFL teachers engage in reflection and if so to what extent. With the aim of understanding the level of reflection, this article sets out to develop and validate a new instrument to assess the level of reflection of EFL teachers based on the rubric proposed by Ward and McCotter (2004). The newly devised instrument was developed in a five-point Likert-scale format(ranging from never to always).The ultimate version of the instrument was administered to a random sample of 250 Iranian EFL teachers. The construct validity of this instrument was established through exploratory and confirmatory factor analysis. The results of factor analysis validated a 4-factor model. The reliability of the instrument was also obtained to be 0.816 via the Cronbach’s alpha coefficient. The implication is discussed in the context of language teaching.

کلیدواژه‌ها [English]

  • Levels of reflection
  • Reflective Practice
  • EFL context
  • construct validity
  • factor analysis

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