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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 | ||
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