Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Gender, Academic Degree and their Teachers’ Experience
محورهای موضوعی : Research Paper
Parvin Rezaie
1
(English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran)
Haniyeh Davatgari Asl
2
(English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran)
Nader Asadi
3
(English Language Department, Ahar Branch, Islamic Azad University, Ahar, Iran)
کلید واژه: Iranian EFL Teachers, reflective teaching, levels of reflection, and Teaching experience,
چکیده مقاله :
In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching.
در جامعه امروزی، برای معلمان، به ویژه معلمان زبان های خارجی، مهم است که درک کنند که بازتاب عامل اصلی در رشد حرفه معلمی در نظر گرفته می شود. این پژوهش با توجه به متغیرهای جنسیت، مدرک تحصیلی، سابقه تدریس و تأثیر متقابل بین آنها، به بررسی ابعاد مختلف تدریس تأملی در بین معلمان زبان انگلیسی زبان پرداخته است. برای انجام این کار، ابتدا با استفاده از یک طرح پیمایشی ترکیبی متوالی توضیحی، یک مقیاس پنج درجه ای لیکرت، پرسشنامه آموزش انعکاسی 29 سوالی شامل (عملی، فراشناختی، انتقادی، شناختی و عاطفی) بین 142 معلم زبان انگلیسی (مرد و مرد) توزیع شد. زن) با 4 تا 30 سال سابقه حرفه ای در لیسانس، کارشناسی ارشد و دکتری. مدارک تحصیلی با توجه به تجربه تدریس، شرکت‌کنندگان در سه گروه دسته‌بندی شدند. نتایج MANOVA نشان‌دهنده تأثیر معنادار تجربه معلمان بر تدریس تأملی با کمترین تأثیر گزارش شده بر بعد عاطفی بود. در مرحله دوم، شانزده معلم زبان انگلیسی برای شرکت در مصاحبه دعوت شدند. نتایج مطالعه حاضر برای معلمان زبان انگلیسی مفید خواهد بود تا تدریس موثر داشته باشند و خود را بیشتر در کشف سبک های یادگیری دانش آموزان و جنبه های انتقادی زمینه تدریس مشارکت دهند. آموزش انعکاسی به معلمان کمک می کند تا استقلال خود را تقویت کنند. تجزیه و تحلیل نشان داد که کمبود زمان، برنامه‌های درسی تجویز شده، کتاب‌های درسی از پیش تعیین‌شده، و برنامه‌های آموزشی ناکارآمد معلمان، موانع اصلی بر سر راه بازتاب آن‌گونه که معلمان تجربه می‌کنند، هستند. نتایج، پیامدهای آموزشی برای معلمان زبان انگلیسی و نظریه پردازان ایرانی در حوزه آموزش زبان دارند.
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