کاربرد یادداشت های بازاندیشی در افزایش دانش معلمان زبان برای آموزش به کمک فناوری: مطالعه موردی یک دوره برخط آموزش معلمان

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

گروه زبان های خارجی، دانشگاه صنعتی امیرکبیر

چکیده

آموزش معلمان برای استفاده از فناوری در آموزش زبان یکی از ضرورت‌های حوزه آموزش است. با این وجود و برخلاف گسترش کاربرد انواع فناوری‌های دیجیتال و پلتفرم‌های برخط برای آموزش زبان، آموزش معلمان در این حوزه کمتر مورد توجه قرار گرفته است. پژوهش‌هایی که به طور ویژه به آموزش برخط معلمان و شیوه‌های ارتقای بهره‌وری چنین دوره‌هایی می‌پردازند بسیار نادرند. آموزش معلمان برای استفاده از فناوری در تدریس زبان بیشتر به معرفی انواع فناوری‌ها در دوره‌هایی مدرس-محور محدود شده است. اگرچه پرداختن به انواع فناوری‌ها می‌تواند دانش فنی شرکت‌کنندگان برای استفاده کلی از این ابزارها را افزایش دهد، چنین تمرکزی به افزایش دانش آموزشی شرکت‌کنندگان کمک چندانی نمی‌کند. این چالش‌ها ضرورت بهره‌گیری از شیوه‌های کاربردی تر برای افزایش دانش و آگاهی معلمان شرکت‌کننده در این دوره‌ها را پررنگ می‌نماید. برای تامین این هدف، پژوهش حاضر به بررسی کاربرد یادداشت‌های بازاندیشی برای افزایش و تقویت دانش آموزشی معلمان زبان جهت استفاده از فناوری در تدریس پرداخته است. محتوای 96 یادداشت بازاندیشی نوشته شده توسط 8 معلم شرکت‌کننده در یک دوره برخط 13 جلسه با استفاده از روش قیاس پیوسته مورد بررسی قرار گرفت. یافته‌ها حاکی از اثربخشی این روش در افزایش دانش شرکت‌کنندگان پیرامون مفاهیم بنیادین، محدودیت‌ها، پتانسیل‌های انواع فناوری برای آموزش زبان و تحلیل کارایی روند یادگیری خود بود. تأمل تحلیلی بر موضوعات و مباحث ارائه شده در طول دوره آموزشی به معلمان کمک می‌کند با به کار گیری دانش به دورنی‌سازی آن کمک نموده و فرآیند یادگیری خود را تسهیل نمایند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The application of reflection journals for developing language teachers’ knowledge of technology-enhanced education: A case study of an online teacher education course

نویسنده [English]

  • Fatemeh Nami
Department of Foreign Languages, Amirkabir University of Technology
چکیده [English]

Preparing teachers for technology-enhanced language education is one of the essences of the field of education. However and in spite of the growing integration of different digital technologies and online platforms for language teaching, teacher education is a less attended to topic in this field. Studies that specifically focus on online teacher education and the approaches for enhancing the efficiency of such courses remain scant. Teacher education for computer assisted language learning (CALL) is largely limited to the introduction of different technologies in teacher-centered courses. Although addressing different technologies can increase participants’ technological knowledge to use these tools for general purposes, such a focus cannot be productive in improving participants’ pedagogical knowledge. These challenges highlight the essence of integrating more practical approaches to increase the knowledge and awareness of the teachers attending CALL teacher education courses. To satisfy this need, the present study explore the application of reflection journals for increasing and promoting teachers’ pedagogical knowledge of CALL. The content of 96 journals written by 8 experienced language teachers who attended a 13-session online teacher education course was analyzed using constant comparison method of analysis. The results revealed the productivity of this approach for increasing participants’ knowledge about key concepts, constraints, and the potentials of different technologies for language teaching as well as ability to practically analyze their own learning process. Critical reflection on the topics and ideas presented throughout the preparation course can help teachers to internalize knowledge by integrating it.

کلیدواژه‌ها [English]

  • Reflection journals
  • Teacher education
  • Computer assisted language learning
  • Constant comparison approach
  • Teacher-centered courses

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 11، شماره 3
آبان 1400
صفحه 491-510

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