آمادگی معلمان برای آموزش آنلاین زبان

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

دانشکده تعلیم و تربیت، دانشگاه نیوکاسل، استرالیا

چکیده

پژوهش حاضر نتیجه حاصل از یک روایت پژوهی درباره تجربه های زیسته معلمان زبان انگلیسی ایران است که در دوران کرونا از آموزش آنلاین استفاده کرده‌اند. داده‌های جمع‌آوری شده توسط پرسشنامه از 28 معلم زبان انگلیسی با هدف پاسخگویی به سوالات مورد تحلیل قرار گرفته است که معلمان زبان انگلیسی چه درکی از آمادگی خود برای آموزش آنلاین دارند، در طول این انتقال (از آموزش رودررو به آموزش آنلاین) با چه چالش‌هایی مواجه شدند و چگونه مهارت‌های آموزش آنلاین خود را در مواجهه با چالش‌ها ارتقا دادند. تحلیل داده‌ها نشان داد که معلمان زبان انگلیسی برای چنین انتقال عظیمی آمادگی نداشته اند و در این انتقال به آموزش آنلاین با چالش های متعددی مواجه شده اند. همچنین بیشتر رشد حرفه ای معلم ها به صورت خودآموزش و در نطام های خرد و میان نظام انجام شده است. یافته ها همچنین نشان می دهد یک انتقال موفق به آموزش آنلاین ممکن نیست، مگر زمانی که معلمان خود در جهت رشد گام بردارند که این رشد از چهار لایه خردنظام ، میان‌نظام ، برون‌نظام و کلان‌نظام متاثر است. این پژوهش علاوه بر اضافه کردن به ادبیات موجود در آموزش زبان به کمک فناوری ، بینش مناسبی برای تربیت معلم زبان برای آموزش با فناوری، متخصصان طراحی دوره های رشد حرفه ای آموزش زبان به کمک فناوری و تصمیم‌گیرندگان این حوزه، می‌دهد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Teachers' Readiness for Online Language Teaching

نویسنده [English]

  • Dara Tafazoli
School of Education, The University of Newcastle, Australia
چکیده [English]

The current study presents the narrative inquiry results of a survey that explores teachers' lived experiences of transitioning to online teaching amid the COVID-19 outbreak in the Iranian EFL context. The collected data from 28 teachers through a qualitative questionnaire were analyzed to understand how EFL teachers perceived their readiness for online teaching, what challenges they encountered during the transition, and how they developed their online teaching skills to overcome the obstacles. The findings established that EFL teachers were employed a restricted CALL before the pandemic in their classes. Also, their knowledge of online teaching was inadequate. Moreover, they were not well-prepared for such a massive transition from face-to-face to online teaching. This unanticipated transition brought about many challenges, but EFL teachers set out to develop their online teaching skills to overcome such obscurities. Most of the teachers' development was through self-development and nested within micro and mesosystems. The findings showed that a successful shift to online teaching is not achievable only by teachers' self-development but several layers of micro-, meso-, exo-, and macrosystems are involved. Apart from contributing to Computer-Assisted Language Learning (CALL) literature, this study provides valuable insights to CALL teacher educators and professional development course designers, and decision-makers.

کلیدواژه‌ها [English]

  • Teachers'
  • readiness
  • Online teaching
  • Computer-Assisted Language Learning (CALL)
  • Narrative inquiry
  • An ecological approach
  • CALL teacher education (CTE)
  • CALL Professional development (CPD)
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