اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 382 |
| تعداد مقالات | 3,150 |
| تعداد مشاهده مقاله | 4,287,166 |
| تعداد دریافت فایل اصل مقاله | 2,875,215 |
Evaluation of Iranian Teacher Education Programs for EFL Student-Teachers | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 17، دوره 6، شماره 1، اردیبهشت 2019، صفحه 131-105 اصل مقاله (1019.81 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.10291.1280 | ||
| نویسندگان | ||
| Mohammad Aliakbari1؛ Fatemeh sadat Tabatabaei* 2 | ||
| 1Ilam University | ||
| 2Department of Language, Ilam University, Ilam, Iran | ||
| تاریخ دریافت: 27 اسفند 1397، تاریخ بازنگری: 04 تیر 1398، تاریخ پذیرش: 15 تیر 1398 | ||
| چکیده | ||
| Despite the importance of Iranian teacher education programmes at Teacher Education universities for preparing EFL teachers in terms of effective teaching, no research has surveyed the role of these programmes in preparing effective teachers. This cross-sectional study was conducted to evaluate Iranian Teacher Education universities programmes for EFL student-teachers regarding five areas of teaching knowledge which conform to California Standards for the Teaching Profession (CSTP) that are stated in Commission on Teacher Credentialing (2009). This study employed a mixed-method design in which 126 in-service EFL teachers from six cities and 212 EFL student-teachers from six Iranian Teacher Education universities participated in a survey; then interviews were conducted with 12 selected volunteers from participants. The student-teachers’ expectations of TEPs at the beginning, their evaluations of the programmes at the end, and in-service teachers’ evaluations after years of teaching in terms of their preparation for teaching were compared. The results of Mixed Between-within (Repeated Measures) ANOVA as well as interview analyses and interpretations showed that there was a difference between the first-year group’s expectations and the last-year group’s evaluations. The difference was significant between female first- and last-year groups, female in-service and last-year groups as well as male in-service and male first- and last-year groups. Both male and female in-service teachers acknowledged the effectiveness of their four years of education at Teacher Education universities. Implications for providing more effective teacher education programmes are discussed. | ||
| کلیدواژه‌ها | ||
| Teacher Education universities programmes؛ Teacher education؛ EFL student-teachers | ||
| عنوان مقاله [English] | ||
| ارزیابی برنامه های دانشگاه فرهنگیان برای دانشجو معلمان آموزش زبان انگلیسی | ||
| نویسندگان [English] | ||
| محمد علی اکبری1؛ فاطمه السادات طباطبایی2 | ||
| چکیده [English] | ||
| علی رغم اهمیت برنامه های تربیت معلم در ایران در دانشگاه فرهنگیان برای آماده کردن معلمان زبان انگلیسی برای آموزش موثر، هیچ پژوهشی نقش این برنامه ها در آماده سازی معلمان کارآمد را مورد بررسی قرار نداده است. این پژوهش عرضی به منظور ارزیابی دانشگاه فرهنگیان در پنج حوزه دانش معلمی برای دانشجو معلمان زبان انگلیسی، همسو با استانداردهای کالیفرنیا برای حرفه معلمی (CSTP) که در کمیسیون اعتبارسنجی معلمان (2009) بیان شده است، می باشد. این مطالعه از طرح پژوهش ترکیبی بهره برده که در آن 126 معلم زبان انگلیسی از شش شهر و 212 دانشجو معلم زبان انگلیسی از شش پردیس دانشگاه فرهنگیان شرکت کردند. از میان شرکت کنندگان داوطلب برای مصاحبه 12 نفر انتخاب و مصاحبه شدند. انتظارات دانشجو معلمان در آغاز دوره، ارزیابی آن ها از دوره در پایان تحصیلات و ارزیابی معلمان پس از سال ها تدریس از آماده سازی بر ای تدریس مقایسه شده است. نتایــج تحلیــل واریانــس مختلط با اندازه گیــری مکــرر و همچنین تفسیر مصاحبه ها نشان داد که بین انتظارات دانشجو معلمان سال اول و ارزیابی دانشجو معلمان سال آخر تفاوت وجود دارد. تفاوت بین دانشجو معلمان زن سال اول و آخر، دانشجو معلمان زن سال آخر و معلمان زن و همچنین بین دانشجو معلمان مرد سال اول و آخر معنا دار بود. کارآمدی چهار سال آموزش دیدن در دانشگاه های تربیت معلم توسط هر دو گروه معلمان مرد و زن در حال خدمت تأیید گردید. در پایان، پیام مقاله برای ارائه برنامه های آموزشی کارآمدتر در دانشگاه فرهنگیان ارائه شده است. | ||
| کلیدواژه‌ها [English] | ||
| برنامه های دانشگاه فرهنگیان, آموزش معلمان, دانشجو معلمان زبان انگلیسی | ||
| مراجع | ||
|
Akbari, R. (2007). Reflection on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192–2007.
Borg, M. (2004). The apprenticeship of observation. ELT Journal, 58(3), 274-276.
Bråten, I., & Ferguson, L. E. (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education, 50, 13-23.
Cochran-Smith, M. & Fries, K. (2005). The AERA Panel on Research and Teacher Education: Context and Goals. In: M. Cochran-Smith & K. Zeichner (Eds), Studying teacher education: the report of the AERA panel on research and teacher education (pp. 37–68). Erlbaum: Mahwah,
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education. New York: Routledge.
Commission on Teacher Credentialing (2009). California Standards for the Teaching Profession (CSTP).Retrieved from http://www.ctc.ca.gov/educator-prep/standards/CSTP-2009.pdf. 27 August, 2017.
Committee on the Unification of Teacher Training Planning (2016). Barnameh-e- darsi dowreh karshenasi-e-peyvasteh amouzesh-e-zaban-e-englisi: khase daneshgah-e-farhangian [Curriculum for B.A in TEFL: specific to Teacher University]. Tehran: Ministry of Science, Research, & Technology.
Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138.
Darling-Hammond, l. (2008). The case for university-based teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 333-346). New York: Routledge.
Darling-Hammond, L., Newton, X., & Wei, R. C. (2010). Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme. Journal of Education for Teaching, 36(4), 369–388.
Demir, Y. (2015). All or nothing: English as a foreign language (EFL) student teachers’ and teacher trainers’ reflections on a pre-service English teacher education program in Turkey. Anthropologist, 19(1), 157-165.
Evertson, C., Hawley, W., & Zlotnick, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36(3), 2–12.
Gao, X. (2015). Promoting experiential learning in pre-service teacher education. Journal of Education for Teaching, 41(4), 435–438.
Goodwin, A. L., & Oyler, C. (2008). Teacher educators as gatekeepers: Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 468-489). New York: Routledge.
Goodwyn, A. (1997). Developing English teachers: The role of mentorship in a reflective profession. Open University Press: Buckingham Philadelphia.
Gutierrez Almarza, G. (1996).Student foreign language teacher's knowledge growth. In D. Freeman & J.C. Richards (Eds.), Teacher learning in language teaching (pp. 50-78). Cambridge: Cambridge University Press.
Hagger & McIntyre (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. New York: Open University Press.
Hutchins, R. M. (1936) The higher learning in America. New Haven, CT: Yale University Press.
Kalaian, H. A., & Freeman, D. J. (1994). Gender differences in self-confidence and educational beliefs among secondary teacher candidates. Teaching and Teacher Education, 10(6), 647-658.
Kömür, S. (2010). Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers. Teaching Education, 21(3), 279–296.
Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.
Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching and Teacher Education, 64, 270-279.
Mitchell, K. J., Robinson, D. Z., Plake, B. S., & Knowles, K. T. (2001). Testing teacher candidates: The role of licensure tests in improving teacher quality. National Academy Press: Washington, DC.
Murray, F. B. (2008). The role of teacher education courses in teaching by second nature. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 1228-1246). New York: Routledge.
Richards, J. C., Ho, B. and Giblin, K. (1996). Learning how to teach in the RSA Cert. In D. Freeman & J.C. Richards (Eds.), Teacher learning in language teaching (pp. 242-259). Cambridge: Cambridge University Press.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Shulman, L. S. (1998). Theory, practice, and the education of professionals. The Elementary School Journal, 98(5), 511–526.
Tang, S. Y. F. (2003). Challenge and support: The dynamics of student teachers’ professional learning in the field experience. Teaching and Teacher Education 19,483–498.
Tang, S. Y., Wong, A. K., & Cheng, M. M. (2016). Configuring the three-way relationship among student teachers’ competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354.
Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/psychological Knowledge: Test construction and validation. Journal of Educational Psychology,103(4), 952-969
Yan, C. & He, C. (2010); Transforming the existing model of teaching practicum: a study of Chinese EFL student teachers’ perceptions. Journal of Education for Teaching: International research and pedagogy, 36(1), 57-73.
Yayli, D. (2012). Professional language use by pre-service English as a foreign language teacher in a teaching certificate program. Teachers and Teaching,18(1), 59–73
Yinger, R. J., & Hendricks-Lee, M. S. (2000). The language of standards and teacher education reform. Educational Policy, 14(1), 94-106. | ||
|
آمار تعداد مشاهده مقاله: 1,059 تعداد دریافت فایل اصل مقاله: 1,822 |
||