اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,131 |
| تعداد مشاهده مقاله | 4,251,654 |
| تعداد دریافت فایل اصل مقاله | 2,845,996 |
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 8، دوره 9، شماره 3، مهر 2022، صفحه 187-212 اصل مقاله (940.38 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.16369.1979 | ||
| نویسندگان | ||
| Nayereh Behdad* 1؛ Mohammad Hassan Tahririan2 | ||
| 1Sheikhbahaee University, Isfahan, Iran | ||
| 2Sheikhbahaee unniversity, Isfahan,Iran | ||
| تاریخ دریافت: 01 آبان 1400، تاریخ بازنگری: 14 بهمن 1400، تاریخ پذیرش: 24 اسفند 1400 | ||
| چکیده | ||
| Today, Lesson Study (LS) is a prerequisite to the professional development of teachers in high school settings. The present study aims to figure out how Iranian language teachers' attitudes towards LS can motivate their engagement or denial to join LS projects. The study is also driven by the desire to discover the obstacles to achieving LS from the perspective of language teachers in Iran. A research design on explanatory sequential mixed methods was used. The instruments used to collect the data consisted of questionnaires at the quantitative stage along with language teachers' reflection notes and semi-structured interviews during the qualitative phase of the study. A total of 206 senior high school language teachers participated in the first phase of the study, of which 14 participated in the interview and 20 wrote reflection notes for the second phase of the research. The instrument used to analyze the data in the quantitative phase was SPSS software and, at the qualitative step, MAXQDA software. The end result of both quantitative and qualitative findings draws attention to the importance of mentoring high school EFL teachers to be able to complete LS and puts emphasis on the beneficial role of Lesson Study. These findings can have implications for EFL teachers, school officials, EFL teacher educators, curriculum designers, and policymakers to pave the way for attaching importance to LS as a teachers' development approach. In terms of the limitations of this study, follow-up studies can mitigate the limitations of this research by replicating it using a larger sample of teachers teaching different levels of students in different classes for a much longer duration. | ||
| کلیدواژه‌ها | ||
| Lesson Study (LS)؛ EFL Teacher Research؛ Senior High School Language Class؛ Lesson Study Project Mentoring؛ Teacher Research Support Centre (TRSC) Plan Start-ups | ||
| عنوان مقاله [English] | ||
| دیدگاه دبیران زبان مقطع متوسطه ی دوم ایران درباره تدریس کاوی: درک چالش ها، موانع تدریس کاوی و مزایا | ||
| نویسندگان [English] | ||
| نیره بهداد1؛ محمد حسن تحریریان2 | ||
| 1دانشگاه شیخ بهائی | ||
| 2دانشگاه شیخ بهائی اصفهان | ||
| چکیده [English] | ||
| امروزه تدریس کاوی پیش نیاز توسعه ی حرفه ای معلمانی است که در مدارس مقطع متوسطه ی دوم تدریس می کنند. هدف از این پژوهش بررسی نگرش دبیران زبان انگلیسی در ایران نسبت به تدریس کاوی و تاثیر نوع نگرش آنان به پیوستن به پروژ ه های تدریس کاوی و یا عدم تمایل به آن است. این مطالعه همچنین به موانع تدریس کاوی در مدارس ایران از نگاه دبیران زبان خواهد پرداخت. روش پژوهش از نوع متوالی مرکب توضیحی است. ابزارهای جمع آوری دادها در مرحله ی کمی، پرسشنامه ی محقق ساخته و در مرحله ی کیفی یادداشت های دبیران زبان و مصاحبه های نیمه ساختار یافته بوده است. روایی پرسشنامه توسط چهار استاد دانشگاه تائید و ضریب آلفای کرونباخ 0.82 محاسبه شده است. 206 دبیر زبان انگلیسی در این مطالعه شرکت کردند که از این تعداد 20 نفر دیدگاه های خود را نوشتند و 14 نفر در مرحله ی مصاحبه شرکت کردند. جهت تحلیل داده های گردآوری شده، در فاز کمی از نرم افزار SPSS و در فاز کیفی از نرم افزار MAXQDA استفاده شده است. مقاسیه ی نتایج کمی و کیفی مطالعه بر حضور یک مشاور (منتور) پژوهشی در طول پروسه ی تدریس کاوی، فراهم کردن منابع و امکانات مورد نیاز آن برای دبیران و مدارس و اهمیت نقش تدریس کاوی تاکید داشت. کاربرد یافته های پژوهش حاضر برای دبیران زبان، استادان معلمان، طراحان برنامه ی درسی و سیاست گذاران آموزشی است تا راه را برای تاثیر تدریس کاوی در توسعه ی حرفه ای معلمان هموار کنند. مطالعات مشابه بیشتری در مدت زمان طولانی تر با تعداد بیشتری از دبیران و با دانش آموزانی در کلاس های مختلف، می تواند محدودیت های این مطالعه را پوشش دهند. | ||
| کلیدواژه‌ها [English] | ||
| تدریس کاوی, پژوهش های معلمان زبان انگلیسی, کلاس زبان مقطع متوسطه ی دوم, منتورینگ درس پژوهی, استارت آپ های پژوهشی دبیران | ||
| مراجع | ||
|
References
Baba, T. (2007). How is lesson study implemented? In M. Isoda, M. Stephen, Y. Ohara, & T. Miyakawa (Eds.), Japanese Lesson study in mathematics: Its impact, diversity and potential for educational improvement (pp. 2-7). World Scientific.
Bjuland, R., & Mosvold, R. (2015). Lesson study in teacher education: Learning from a challenging case. Teaching and Teacher Education, 52, 83-90.
Cajkler, W., & Wood, P. (2016a). Adapting ‘lesson study’to investigate classroom pedagogy in initial teacher education: what student-teachers think. Cambridge Journal of Education, 46(1), 1-18.
Cajkler, W., & Wood, P. (2016b). Lesson study and pedagogic literacy in initial teacher education: Challenging reductive models. British Journal of Educational Studies, 64(4), 503-521.
Cajkler, W., & Wood, P. (2016). Mentors and student-teachers “lesson studying” in initial teacher education. International Journal for Lesson and Learning Studies, 5(2), 84-98.
Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2013). Lesson study: Towards a collaborative approach to learning in initial teacher education? Cambridge Journal of Education, 43(4), 537-554.
Cammarata, L., & Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332-348.
Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning communities. Review of Research in Education, 24, 249-305.
Coşkun, A. (2017). The application of lesson study in teaching English as a foreign language. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 151-162.
Demirbulak, D. (2011). Training English language student teachers to become teacher-researchers. Procedia-Social and Behavioral Sciences, 30, 491-496.
Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge.
Firkins, A., & Wong, C. (2005). From the basement of the ivory tower: English teachers as collaborative researchers. English Teaching: Practice and Critique, 4(2), 62-71.
Gómez, E. S., Núñez, M. J. S., & Caparros-Vida, R. (2016). Learning to teach with lesson study. International Journal for Lesson and Learning Studies, 5(2), 116-129.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
Hiebert, J., Stigler, J. W., & Manaster, A. B. (1999). Mathematical features of lessons in the TIMSS Video Study. ZDM, 31(6), 196-201.
Hourigan, M., & Leavy, A. M. (2019). Learning from teaching: pre-service primary teachers’ perceived learning from engaging in formal Lesson Study. Irish Educational Studies, 38(3), 283-308.
Kiliç, S., Demir, İ., & Ünal, H. (2011). Teachers co-learning through mutual collaboration and students’ mathematics performance in TIMSS 2007. Procedia-Social and Behavioral Sciences, 15, 3258-3262.
Koutsouris, G., Norwich, B., Fujita, T., Ralph, T., Adlam, A., & Milton, F. (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education, 26(5), 587-599.
Lander, B. (2015). Lesson study at the foreign language university level in Japan. International Journal for Lesson and Learning Studies, 4(4), 362
Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., & Norton, J. (2018). A literature review of lesson study in initial teacher education: Perspectives about learning and observation. International Journal for Lesson and Learning Studies, 7(1), 8–22.
Leavy, A., & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms. Teaching and Teacher Education, 57, 161-175.
Leavy, A. M. (2010). The challenge of preparing pre-service teachers to teach informal inferential reasoning. Statistics Education Research Journal, 9(1), 46–67.
Lewis, C., Perry, R., Foster, D., Hurd, J., & Fisher, L. (2011). Lesson study: Beyond coaching. Educational Leadership, 69(2), 64-68.
Lewis, C., Perry, R., & Hurd, J. (2005). Lesson study: A theoretical model and a North American case. Visit the Link.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.
Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285-304.
Lott, J. G. (2006). Teachers' Perceptions of the Effectiveness of the Lesson Study Process in Improving Teaching and Student Learning (Doctoral dissertation, University of New Orleans).
Meyer, R. D. (2006). Lesson study: The effects on teachers and students in urban middle schools. Baylor University.
Nami, F., Marandi, S. S., & Sotoudehnama, E. (2016). CALL teacher professional growth through lesson study practice: an investigation into EFL teachers' perceptions. Computer Assisted Language Learning, 29(4), 658-682.
Ngang, T. K., & Sam, L. C. (2015). Principal support in lesson study. Procedia-Social and Behavioral Sciences, 205, 134-139.
Norton, J. (2018). Lesson study in higher education: A collaborative vehicle for professional learning and practice development of teachers of English for specific purposes. In Y. Kırkgöz & K. Dikilitaş (Eds.). Key issues in English for specific purposes in higher education (pp. 95-109). Springer.
Norwich, B., Koutsouris, G., Fujita, T., Ralph, T., Adlam, A.R., & Milton, F. (2016). Exploring knowledge bridging and translation in lesson study using an inter-professional team. International Journal for Lesson and Learning Studies, 5, 180-195.
Norwich, B., & Ylonen, A. (2013). Design based research to develop the teaching of pupils with moderate learning difficulties (MLD): Evaluating lesson study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
Olteanu, C. (2017). Reflection-for-action and the choice or design of examples in the teaching of mathematics. Mathematics Education Research Journal, 29(3), 349-367.
Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365-391.
Rock, T. C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32(1), 77-92.
Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475-514.
Sims, L., & Walsh, D. (2009). Lesson study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724-733.
Sitton, P. A. (2006). The effectiveness of lesson study as a professional development model for K–5th grade teachers (Doctoral dissertation, Capella University).
Steiner-Khamsi, G., & Waldow, F. (2012). World yearbook of education 2012: Policy borrowing and lending in education. Routledge.
Tan-Chia, L., Fang, Y., & Ang, P.C. (2013). Innovating the Singapore English Language curriculum through lesson study. International Journal for Lesson and Learning Studies, 2, 256-280.
Tasker, T. (2011). Teacher learning through lesson study: An activity theoretical approach toward professional development in the Czech Republic. In K. E. Johnson & P. R. Golombek (Eds.), Research on second language teacher education (pp. 218-236). Routledge.
Tasker, T. C. (2014). Exploring EFL teacher professional development through lesson study: An activity theoretical approach. The Pennsylvania State University.
Tsui, A. B., & Law, D. Y. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23(8), 1289-1301.
Von Esch, K. S., & Kavanagh, S. S. (2018). Preparing mainstream classroom teachers of English learner students: Grounding practice-based designs for teacher learning in theories of adaptive expertise development. Journal of Teacher Education, 69(3), 239-251.
Wei, G. (2019). How could cultural-historical activity theory inspire lesson study? In Theory and practice of lesson study in mathematics (pp. 39-58). Springer.
Wood, K. (2017). Is there really any difference between lesson and learning study? Both focus on neriage. International Journal for Lesson and Learning Studies, 6(2), 118–123.
Wood, P., & Cajkler, W. (2016). A participatory approach to lesson study in higher education. International Journal for Lesson and Learning Studies, 5, 4-18.
Yoshida, M. (2012). Mathematics lesson study in the United States: Current status and ideas for conducting high quality and effective lesson study. International Journal for Lesson and Learning Studies, 1(2), 140–152.
Zhang, H., Yuan, R., & Liao, W. (2019). EFL teacher development facilitated by lesson study: A Chinese perspective. TESOL Quarterly, 53(2), 542-552. | ||
|
آمار تعداد مشاهده مقاله: 264 تعداد دریافت فایل اصل مقاله: 463 |
||