Developing Refletivity in EFL Teachers through a Three-dimensional Reflective Model (3DRM)
محورهای موضوعی : نشریه زبان و ترجمه
Faezeh Fatehi Ghahfarokhi
1
,
Ahmad Mohseni
2
,
Massood Yazdanimoghaddam
3
,
Alireza Ameri
4
1 - PhD Candidate, Islamic Azad University, South-Tehran Branch.
2 - Associate Professor, Islamic Azad University, South-Tehran Branch
3 - Associate Professor, Islamic Azad University, South-Tehran Branch
4 - Associate Professor, Islamic Azad University, South-Tehran Branch
کلید واژه: Reflection, Social, pedagogical, Teacher Education, Psychological,
چکیده مقاله :
Teacher education programs, and more specifically practicum courses, play a vital role in pre-service teachers’ lives since these programs are opportunities for them to get perspective on the reality of their future career. With no doubt, the most important objective of any teacher education courses is to help teachers become reflective. That is why there have been numerous studies to investigate the effect of ref- lectivity on teachers’ success and to propose methods and technique to enhance this skill. This study pro- poses a three-dimensional reflectivity model considering three different aspects of a teaching context. These interwoven factors are pedagogical, psychological, and socio-cultural aspects. These aspects are extracted from a semi-structured interview with 21 experts. Testing this model on group of student- teachers and analyzing their teaching portfolios both qualitatively and quantitatively reveals that applying the model in designing the tasks and projects of teacher education programs can increase teachers’ reflec- tivity and give them insight into how to deal with any shortcomings in their future classes. This model can reshape the teacher education programs and provide the student-teachers with an opportunity to practice something more than pedagogical concerns in these courses.
یکی از مهمترین اهداف بسیاری ازبرنامههای تربیت معلم، کمک به معلمان برای ایجاد نگرش بازاندیشانه است. بدین علت است که تحقیقات و مطالعات بسیاری برای واکاوی تاثیر بازاندیشی بر موفقیت معلمان و همچنین برای ارائۀ روش ها و تکنیک هایی برای ارتقاء این مهارت انجام شده است. این تحقیق سعی دارد مدلی سه بعدی برای ارتقاء سطح بازاندیشی معلمان ارائه دهد که متشکل از سه عنصر مهم در زمینۀ تدریس است. این سه عامل در هم تنیده و تفکیک ناپذیر عبارتند از عوامل آموزشی، روانشناختی و اجتماعی-فرهنگی. عوامل مذکوردر نتیجۀ مصاحبۀ انجام شده با 21 متخصص، شامل 8 مدرس دوره های تربیت معلم و 13 معلم با تجربه، استخراج شده اند. این مدل سه بعدی بازاندیشی روی گروه 35 نفره ای از دانشجو-معلمان دانشگاه فرهنگیان آزموده شد. در این آزمایش، پس از تقسیم اتفاقی جامعۀ آماری به دو گروه آزمایشی و کنترل ، دورۀ آزمایش به طول چهار ترم آغاز گردید و در انتها گزارش های کلاسی، خود ارزیابی ها و بیانیه های معلمان در حین بازنگری و ارزیابی کلاس های خود به دو شکل کیفی و کمّی مورد تحلیل و بررسی قرار گرفت. نتایج این بررسی ها نشان می دهد که به کارگیری این مدل در دوره های تربیت معلم می تواند میزان توانایی معلمان برای بازنگری را بالا برده و به آنها نگرشی دهد که بتوانند برای مشکلات احتمالی خود در شروع کار خود به عنوان معلم راه حل بیابند. این مدل نه تنها برای دانشجو-معلمان سودمند است، بلکه میتواند به اساتید دورههای تربیت معلم در طراحی فعالیت و واحدکار در طول دوره و ارزیابی دانشجومعلمان در پایان دوره کمک کند
participants and not applying any randomization methods to select them, any generalization on the findings should be done cautiously.
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