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

مراجع

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34,1e14.
Alvarez, B. (2012). Flipping the Classroom: Homework in Class, Lessons at Home. Washington, DC: National Education Association.
Anderson S (2012). Flip the classroom—Revising the role of the professor. In: 45th annual conference, 10–14 June. Available at: ascue.org.
Attaran, M. (2014). Students are left behind the lessons. Journal of Roshd.
Barab, S. A., Makinster, J. G., Moore, J. A., & Cunningham, D. J. (2001). Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum. Educational Technology Research and Development, 49(4), 71–96. https://doi.org/10.1007/BF02504948
Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: A case study. Paper presented at the HEA STEM Conference, London, United Kingdom.
Bergman, J. & Sams, A. (2014). Flipped leaning: Gateway to student engagement. International society for Technology in Education.
Bergman, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead: McGraw-Hill Education.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom.https://doi.org/10.1007/s10639-015-9393-5.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators online, 12(1), 91-115. https://doi.org/10.9743/JEO.2015.1.5
 Crandall, J.-A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34–55. https://doi.org/10.1017/S0267190500200032
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6
Desimone, L., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112. https://doi.org/10.3102/01623737024002081
Edge, J., & Richards, K. (1993). Teachers develop teachers research. Oxford: Heinemann.
Esmaeilifar, M. S., Taghvai Yazdi, M., & Niyaz Azari, K. (2015). The Impact of the Reverse Classroom Approach on the Feelings of Elementary School Students. National Conference on Arts Studies and Humanities Research. Tehran. [In Persian]
Fazlali, F., Alavi, S. M., & Kaivanpanah, S. (2018). The Effect of Flipped Professional Development On English Language Teachers’ Engagement and Attitude. Journal of Foreign Language Research. 7 (2), 471–496. doi: 10.22059/jflr.2017.237489.359
Ganser, T. (2000). “An ambitious vision of professional development for teachers”. In: NASSP Bulletin, 84(618), 6-12 Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
Glatthorn, A. (1995). “Teacher development”. In: Anderson, L. (Ed.), International encyclopedia of teaching and teacher education (second edition). London: Pergamon Press.
Halili, S., & Zainuddin, Z. (2015). Flipping the classroom: What we know & what we don’t. The Online Journal of Distance Education & e-Learning, 3(1), 15-22.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled “A Review of Flipped Learning.” Arlington, VA: Flipped Learning Network
Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped Professional Development. An Innovation in Response to Teacher Insights, 60(1), 45–54. https://doi.org/10.1002/jaal.522
Hill, P. (2014). Online educational delivery models: A descriptive view.
Johnson, G. (2012). Students, please turn to YouTube for your assignment. Education Canada, 52(5), 16–18.
Kaviani, E., Mostafaei, M., & Khakere, F. (2015). Investigating the Effect of Flipped Approach on Educational Achievement, Self-regulation, Group Interaction and Students' Educational Motivation. Research in Education..Vol 5, 5-6. [In Persian]
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35. https://doi.org/10.1080/87567555.1993.9926781
Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5-20.
Kurt, G. (2017). Implementing the flipped classroom in teacher education: evidence from Turkey. Journal of Educational Technology & Society, 20(1), 211.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.
Lemmer, C. (2013). A view from the flip side: Using the “inverted classroom” to enhance the legal information literacy of the international LL.M. student. Law Library Journal, 105(4), 461–491.
Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Innovating and Evaluating Science Education: NSF Evaluation Forums, 1992-94, 67.
Lingard, B. (2003). Where to in gender policy in education after recuperative masculinity politics? International Journal of Inclusive Education, 7(1), 33–56. https://doi.org/10.1080/13603110210143626
Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice-Hall.
Mazur, E. (2009). Education. Farewell, lecture? Science, 323(5910), 50–51. https://doi.org/10.1126/science.1168927 PMID:19119207
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236e243 https://doi.org/10.1097/ACM.0000000000000086
McLeskey, J., & Waldron, N. L. (2002). Professional development and inclusive schools: Reflections on effective practice. Teacher Educator, 37(3), 159–172. https://doi.org/10.1080/08878730209555291
Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE Life Sciences Education, 9(4), 473–481.    https://doi.org/10.1187/cbe.10-04-0063 PMID:21123694
Ojalvo, H.E., &Doyne, S. (2011). Five ways to flip your classroom with the New York Times. Retrieved from http://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/?_php=true&_type=blogs&_r=1
Osman, S. Z., Jamaludin, R., & Mokhtar, N. E. (2014). Flipped Classroom and Traditional Classroom: Lecturer and Student Perceptions between Two Learning Cultures, a Case Study at Malaysian Polytechnic. International Education Research (pp. 16–25). Science and Education Centre of North America.
Ouda, H., & Ahmed, K. (2016). Flipped Learning As A New Educational Paradigm. An Analytical Critical Study, 12(10), 417–445. https://doi.org/10.19044/esj.2016.v12n10p417
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158e177. https://doi.org/10.1177/0033688208092182
Rosenberg T (2013). Turning education upside down. New York Times, 11 October. Available at:http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?_r=0
See, Sh., & Conry, J. (2014). Flip My Class! A faculty development demonstration of a flipped-class. Currents in Pharmacy Teaching and Learning، 6(4): 585-588.
Sjøberg, S. (2010). Constructivism and learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (Vol. 5, pp. 485–490). Oxford, UK: Elsevier; https://doi.org/10.1016/B978-0-08-044894-7.00467-X
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15,171e193. https://doi.org/10.1007/s10984-012-9108-4
Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher Education: Its Problems and Some Prospects. Journal of Teacher Education, 61(5), 464–476. https://doi.org/10.1177/0022487110375804
Vaughn, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25–41.
Yarbao, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of Review of Flipped Learning. The Flipped Learning Network.
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 10، شماره 2
تیر 1399
صفحه 376-389

فایل ها

هم رسانی

ارجاع به این مقاله

آمار