تاثیر توسعه حرفه ای معکوس برپیشرفت نو معلمان زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

عضو هیئت علمی دانشگاه فرهنگیان، گروه زبان انگلیسی، پردیس نسیبه، تهران، ایران

چکیده

یادگیری معکوس،  رویکرد تقریبا جدیدی در گسترۀ آموزش است که در آن جایگاه سخنرانی معلم درکلاس و انجام تکلیف در منزل با هم جا‌بجا می‌شود، به‌عبارت دیگر، آشنایی با درس و درک آن در بیرون کلاس و انجام تمرین و تکلیف در درون کلاس روی می‌دهد. از این رویکرد می‌توان در برنامه پیش از خدمت نو معلم‌ها بهره‌مند شد. این مقاله به‌بررسی توسعه حرفه‌ای معکوس بر پیشرفت نو‌معلمان زبان انگلیسی پرداخته‌است. به‌این منظور تعداد 150 نو‌معلم از موسسه‌های مختلف و مدارس غیر انتفاعی روشنگر و تزکیه در منطقه 2 شهر تهران به‌روش هدفمند انتخاب شدند. نومعلم‌ها در دو گروه آزمایش و کنترل قرارداده شدند. بر اساس نیاز سنجی که انجام شد، دوره «مدیریت کلاس» به‌مدت 6 هفته برای گروه آزمایش به‌وسیله سامانۀ مدیریت یادگیری « فرهنگیادا» دانشگاه فرهنگیان و به‌شکل معکوس برگزار شد. برای گروه کنترل این دوره، به‌شکل سنتی در کلاس برگزار شد. برای بررسی پیشرفت نو‌معلم‌ها و به‌دست‌آوردن داده، پیش‌آزمون و پس‌آزمون برگزار شد. نتایج به‌دست آمده از داده‌ها نشان داد که این نومعلم‌ها در کلاس توسعه حرفه‌ای معکوس، پیشرفت بهتری در مقایسه با معلم‌های کلاس سنتی داشتند.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Flipped Professional Development on Novice EFL Teachers’ Achievement

نویسنده [English]

  • Fateme Fazlali
چکیده [English]

Flipped learning is a relatively new approach in teaching in which the place of teacher's lecture in the classroom and the students’ assignments are exchanged to enhance active learning, engement and achievement. Flipped learning can be applied for the professional development of pre-service and in-service teachers as well. This study investigated the effect of flipped professional development on the achievement of novice EFL teachers. For this purpose, 150 teachers were selected through purposive sampling from different language institutes and non-profit complexes such as Roshangar and Tazkieh in Tehran, district 2. The teachers were divided into experimental and control groups. The experimental group was supposed to attend the flipped classroom whereas the control group attended traditional lecture-based classroom (equal N=75). Based on the teachers’ needs the course of "Classroom Management" was selected. “Farhangyada” which is a learning management system was employed to load content of the course for the experimental group. An instructor taught the content of the course for the control group in the traditional way for 6 weeks. To collect data, pre-test and post-test were conducted. Results achieved from the pre-test and post-test indicated that teachers in flipped professional development performed better than teachers in traditional professional development class

کلیدواژه‌ها [English]

  • "flipped learning
  • "
  • "professional development"
  • " achievement"
  • " novice"
  • "EFL Teachers
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