بررسی رابطه بین دانش ارزیابی و دانش آموزشی معلمان ایرانی زبان انگلیسی با در نظر گرفتن تجربه تدریس

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان و ادبیات انگلیسی دانشکده زبان و ادبیات خارجی، دانشگاه تهران، تهران، ایران.

2 گروه زبان و ادبیات انگلیسی دانشکده زبان و ادبیات خارجی، دانشگاه تهران،تهران، ایران

3 گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران .

4 گروه آموزش زبان و ادبیات انگلیسی، پردیس بین المللی کیش، دانشگاه تهران، کیش، ایران.

10.22059/jflr.2022.335136.917

چکیده

از آنجایی که سواد ارزیابی یک مفهوم جدید در زمینه ارزیابی و آموزش تدریس است، معلمان باید از نحوه استفاده از راهبردهای ارزیابی برای ارزیابی پیشرفت دانش آموزان خود مطلع شوند. پژوهش حاضر با الهام از عدالت در تدریس و ارزیابی، به بررسی رابطه بین دانش ارزیابی و دانش آموزشی معلمان کم تجربه و با تجربه زبان انگلیسی پرداخت. 50شرکت کنندگان معلم ایرانی (25 نفر کم تجربه و 25 نفر با تجربه) در دانشگاه‌های دولتی و آزاد تبریز و تهران بودند که با استفاده از روش نمونه گیری در دسترس انتخاب شدند. معلمان با سابقه تدریس بین یک تا سه سال به عنوان معلمان کم تجربه در نظر گرفته شدند، در حالی که معلمان با سابقه تدریس بیش از 10 سال به عنوان معلمان با تجربه در نظر گرفته شدند. برای سنجش دانش ارزیابی معلم از آزمون دانش ارزیابی زبان مبتنی بر سناریو فرهادی و توسلی (2018) استفاده شد. یک پرسشنامه پایه دانش تربیتی که توسط دادوند (2013) تهیه و تایید شد برای ارزیابی پایه دانش آموزشی معلمان مورد استفاده قرار گرفت. نتایج تجزیه و تحلیل داده ها نشان داد که دردانش ارزیابی بین دو گروه از معلمان تفاوت معناداری وجود دارد. علاوه بر این، در دانش آموزشی بین همان دو گروه تفاوت معناداری وجود داشت. همچنین بین دانش ارزیابی معلمان کم تجربه و باتجربه از یک سو و دانش آموزشی آنان از سوی دیگر رابطه مثبت و معناداری مشاهده شد. نتایج به‌دست‌آمده حاکی از اهمیت به روز رسانی دارد دانش تربیتی در تدریس و معلمان زبان انگلیسی است.

کلیدواژه‌ها

عنوان مقاله [English]

An Investigation into the Relationship between Assessment Knowledge and Pedagogical Knowledge of Iranian EFL Teachers with a Focus on Teaching Experience

نویسندگان [English]

  • Ali Akbar Khomeijani Farahani 1
  • Davood Borzabadi Farahani 2
  • Mehri Jalali 3
  • Mitra Khalilzad 4
1 Department of English, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.
2 Department of English, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.
3 Department of English Language Teaching, Farhangian University, Tehran, Iran.
4 Department of English Language Teaching, Kish International Campus, University of Tehran, Kish, Iran.
چکیده [English]

Since assessment literacy is a newly developed concept in the assessment field, teachers should be informed about how to use their pedagogical knowledge of subject matter and at the same time how to use assessment strategies to assess their knowledge of teaching and students’ achievement. Inspired by these concepts, the present study attempted to examine the relationship between Iranian EFL inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Participants were 50 Iranian (i.e., 25 inexperienced and 25 experienced) teachers at State and Azad universities in Tabriz and Tehran. They were selected based on convenient sampling from both genders with teaching experience between 3 and 30 years. It should be mentioned that the teachers with teaching experience between 3 and 10 years, were considered as inexperienced teachers. And those with teaching experience of more than 10 years were considered as experienced teachers. Farhady's and Tavassoli's (2018) scenario-based language assessment knowledge test was used to measure teachers’ assessment knowledge. A pedagogical knowledge base questionnaire developed and validated by Dadvand (2013) was also used to assess the teachers ' pedagogical knowledge base. The results of data analysis showed that there was a significant difference among the two groups of participants regarding both their assessment knowledge and pedagogical knowledge scores. In addition, there was a significant positive relationship between inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Results have some implications for English teachers concerning updating their pedagogical and assessment knowledge.

کلیدواژه‌ها [English]

  • Assessment knowledge
  • assessment literacy
  • pedagogical knowledge
  • inexperienced teachers
  • experienced teachers

مراجع

Akbari, R., & Dadvand, B. (2011). ‘Does formal teacher education make a difference? A comparison of
   pedagogical thought units of BA versus MA teachers’. Modern Language Journal, 95 (1), 44–60.
Alkharusi, H. (2011). Teachers’ classroom assessment skills: Influence of gender, subject area, grade
   level, teaching experience, and in-service assessment training. Journal of Turkish Science
   Education, 8(2), 39-48.
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational
   Measurement: Issues and Practice, 30(1), 3–12.
Dadvand, B. (2013). Examining the pedagogical knowledge base of EFL teachers and  its relation to
   teacher reflection and student achievement (Doctoral dissertation). Department of English
   Language Teaching, Tarbiat Modares University, Tehran, Iran.
Darling-Hammond, L. (2016). Research on teaching and teacher Education and its influences on policy
   and practice. Educational Researcher, 45(2), 83–91.
Dayal, H. C., & Lingam, G. I. (2015). Fijian teachers' conceptions of assessment. Australian Journal of
   Teacher Education, 40(8), 43-58.
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Teacher assessment literacy: a review of
   international standards and measures. Educational Assessment, Evaluation and Accountability,
   28(3), 251–272.
Farhady, H., & Tavassoli, K. (2018).  Assessment knowledge needs of EFL teachers. Teaching English
           Language, 12( 2), 45-65.
Gatbonton, E. (2008). Looking beyond teachers’ classroom behavior: Novice and experienced ESL
   teachers' pedagogical knowledge. Language Teaching Research, 12(2), 161-182.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher Education. New York:
   Teachers College Press.
Hailaya, W. M. (2014). Teacher assessment literacy and student outcomes in the province of Tawi-
   Tawi, Philippines (Doctoral dissertation). University of Adelaide, Australia.
Johnston, J., & Ahtee, M. (2006). Comparing primary student teachers' attitudes, subject knowledge an
   pedagogical content knowledge needs in a physics activity. Teaching  and Teacher Education,
   22(4), 503-512.
Karimi, M., & Shafee, Z. (2014). Iranian EFL teachers' perceptions of dynamic assessment: Exploring the
   role of education and length of service. Australian Journal of Teacher Education, 39(8), 143-162.
King, J. D. ( 2010). Criterion-referenced assessment literacy of educators (Dissertation). University of
   Southern Mississippi, Hattiesburg, MS.  
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research:
   Revisiting the territory, redrawing the boundaries, reclaiming the relevance. Modern Language
   Journal, 99(3), 435-449.
Malone, M. (2008). Training in language assessment. In Shohamy, E. and Hornberger, N. (Eds.),
   Encyclopedia of Language and Education (pp. 225-239).  New York: Springer.
Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users.
   Language Testing, 30(3), 329-344.
Mertler, C. A. (2003). Pre-service versus in-service teachers' Assessment literacy: Does classroom
   experience make a Difference? Paper presented at the Annual Meeting of the Mid-Western
   Educational Research Association, Columbus.
Mertler, C. A., & Campbell, C. S. (2005). Measuring teachers’ knowledge and application of  classroom
   assessment concepts: Development of the Assessment Literacy Inventory. Paper presented at the
   annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Mullock, B. (2006). The Pedagogical knowledge base of four TESOL teachers. The Modern Language
   Journal, 90(1), 48-66.
Popham, W. J. (2009). Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice,
   48, 4–11.
Razavipour, K., & Rezagah, K. (2018). Language assessment in the new English curriculum in Iran:
   managerial, institutional, and professional barriers. Language Testing in Asia, 8(1), 1–18.
Razavipour, K., Riazi, A., & Rashidi, N. (2011). On the interaction of test washback and teacher
   assessment literacy: The case of Iranian EFL secondary school teachers. English Language
   Teaching, 4(1), 156-161. 
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 534-539.
Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238-245.
Stiggins, R. J. (1999). Are you assessment literate? High School Magazine, 6(5), 20–3.
Westrick, J. M., & Morris, G. A. (2016). Teacher education pedagogy: Disrupting the apprenticeship of
   observation. Teaching Education, 27(2), 156–172.
White, E. (2019). Developing assessment literacy through assessing classroom tests: instruments and
   procedures. In Handbook of research on assessment literacy and teacher-made testing in the
   language classroom (pp. 16-41). IGI Global.
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A
   reconceptualization. Teaching and Teacher Education, 58, 149-162.
Zolfaghari, S., & Ashraf, H. (2015). The relationship between EFL teachers’ assessment literacy, their
   teaching experience, and their age: A case of Iranian EFL teachers. Theory and Practice in
   Language Studies, 5(12), 2550-2556.
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 4
بهمن 1403
صفحه 597-610

فایل ها

هم رسانی

ارجاع به این مقاله

آمار