The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK): An EFL Case Study
محورهای موضوعی : English Language Teaching (ELT)
1 - Department of English, Khourasgan Branch, Islamic Azad
University, Khourasgan, Iran.
کلید واژه: Professional Development, Collegial Teaching, Pedagogical Knowledge, Collegial Professional Development, Peer-Based Learning,
چکیده مقاله :
Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models) in a General Business English course in SAPco (An automotive part supplier in Iran). To this end, the researcher has mainly tried to concentrate on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training) courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.
در مدل آموزشی تیمی، هر دو همکار با به عهده گرفتن مسئولیت هایی مشترک از قبیل ارائه مشاوره آموزشی ، آموزش و مدیریت کلاس درس قادر خواهند بود تا تخصص کاربردی -حرفه ای یکدیگر را مشاهده نموده ، آن را مورد بررسی و نقد قرار دهند و در نهایت تجربیات کاربردی یکدیگر را به طور مستقیم یا غیر مستقیم فرا گیرند. در این مقاله سعی شده است تااجرای این مدل آموزشی نوین ( به عنوان مدلی جایگزین شیوه تدریس سنتی تک مدرسی) در کلاسهای زبان انگلیسی بازرگانی عمومی در شرکت ساپکو ( شرکت فنی مهندسی طراحی و تامین قطعات خودرو) بررسی شود. بدین مفهوم که محقق این مطالعه موردی اساسا سعی داشته است تا با تمرکز بر عملکرد دو مدرس زبان انگلیسی بازرگانی عمومی رویکردها و باورهای آنها را نسبت به تجربه تدریس تیمی قبل و پس از مورد بررسی قرار دهد تا بتواند از میزان تاثیر این شیوه نوین آموزشی بر سطح دانش آموزشی هر یک از مدرسان همکار آگاه شود. در نتیجه این پژوهش شیوه آموزش تیمی در مقایسه با روشهای انفرادی توسعه و ارتقاء دانش ،طبق نظر مدرسانی که در این مطالعه شرکت داشتند ، به عنوان شیوه موثرتری برای انتقال و توسعه دانش آموزشی مدرسان مطرح شده است. به علاوه شیوه آموزش تیمی را به راحتی می توان به عنوان شیوه ای مقرون به صرفه و جایگزین دوره های سنتی آموزش ضمن خدمت به طراحان دوره های آموزشی ، سیاستگذاران آموزشی و و افرادی که دستاندرکار ارتقاء و توسعه حرفه ای مدرسان هستند معرفی شود.
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