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A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 1، دوره 9، شماره 4، دی 2022، صفحه 23-1 اصل مقاله (529.09 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.16834.2024 | ||
| نویسندگان | ||
| Leila Tajik1؛ Sara Pakand Ahmadi* 1؛ Seyyed-Abdolhamid Mirhosseini2 | ||
| 1Department of English, Faculty of Literature, Alzahra University, Tehran, Iran | ||
| 2The University of Hong Kong, Pok Fu Lam, Hong Kong | ||
| تاریخ دریافت: 06 بهمن 1400، تاریخ بازنگری: 05 خرداد 1401، تاریخ پذیرش: 08 خرداد 1401 | ||
| چکیده | ||
| Given the significant role of studying history in casting light on the past and present of events and providing future insight, the present study aimed to investigate the history of English teacher preparation programs offered in five famous private language institutes established in the second post-revolutionary decade (about thirty years ago) in Iran. Precisely, the study investigated the past and present of the programs in terms of their internal aspects as well as their response to external or sociopolitical associations of English language teaching (ELT) from their establishment. Two administrators, nine TPP (teacher preparation program) designers who were also teacher instructors, and two teachers were purposefully sampled. Data was gathered through conducting semi-structured interviews, in addition to analyzing documents available on the website of the institutes and those provided by the participants. Analyzing data through phronetic iterative approach manifested the related history in terms of five constant features including methodological directions as content, transmission approach in teacher preparation, providing teachers with external opportunities for professional development, insisting on monolingualism in ELT, and disregard for bringing the inclusion of local culture in ELT to the attention of prospective teachers, as well as three major changes comprising inclusion of teaching practice (TP), inclusion of technology education for ELT purposes following the outbreak of covid-19 pandemic, and enhancement of TPP duration. Specifically, the constant features disclosed lack of attention to external association of ELT in designing the programs while the major changes exhibited their internal development. Findings have implications to develop teacher preparation programs based on postmethod pedagogy. | ||
| کلیدواژه‌ها | ||
| ELT؛ Sociopolitical Associations of ELT؛ Postmethod Pedagogy | ||
| عنوان مقاله [English] | ||
| بررسی تاریخچه تربیت معلم زبان انگلیسی در موسسات زبان خصوصی ایران | ||
| نویسندگان [English] | ||
| لیلا تاجیک1؛ سارا پاکند احمدی1؛ سید عبدالحمید میرحسینی2 | ||
| 1گروه زبان انگلیسی، دانشکده ادبیات، دانشگاه الزهرا، تهران، ایران | ||
| 2دانشگاه هنگ کنگ، پاک فو لم، هنگ گنک | ||
| چکیده [English] | ||
| با توجه به نقش محوری مطالعه تاریخ در روشن کردن گذشته و حال وقایع و ارائه بینش آینده محور، پژوهش حاضر با هدف بررسی تاریخچه دوره های تربیت معلم زبان انگلیسی ارائه شده در پنج مؤسسه زبان خصوصی معروف که دردهه‌ی دوم پس از انقلاب (حدود سی سال پیش) در ایران تأسیس شده اند، انجام شد. در این مطالعه برنامه‌ها از نظر جنبه‌های داخلی و همچنین پاسخ به مسائل سیاسی اجتماعی آمیخته با زبان انگلیسی از بدو تأسیس تا کنون بررسی شدند. نه طراح دوره ی تربیت معلم که استاد دوره‌ها نیز بودند، دو مدیر و دو معلم به طور هدفمند انتخاب شدند. داده ها از طریق انجام مصاحبه های نیمه ساختاریافته و تجزیه و تحلیل اسناد موجود در وب سایت مؤسسات و اسناد ارائه شده توسط شرکت کنندگان جمع آوری شد. پس از تجزیه و تحلیل داده ها از طریق رویکرد تکراری فرونتیک، تاریخچه مربوطه براساس پنج ویژگی ثابت شامل روش شناسی به عنوان محتوا، رویکرد انتقال در آماده سازی معلمان، فراهم کردن فرصت های خارجی برای پیشرفت حرفه ای معلمان، اصرار بر تک زبانی در آموزش زبان انگلیسی و عدم آشنا سازی معلمان با گنجاندن فرهنگ بومی در آموزش زبان انگلیسی و همچنین سه تغییر عمده شامل گنجاندن تمرین تدریس، گنجاندن آموزش فناوری برای مقاصد آموزش زبان پس از شیوع بیماری همه گیر کووید-19، و افزایش مدت زمان دوره‌ها، نمایان گشت. به طور خاص، ویژگی‌های ثابت عدم توجه به جنبه‌های سیاسی اجتماعی آمیخته با آموزش زبان انگلیسی در طراحی برنامه ها را نشان می دهند در حالی که تغییرات عمده توسعه داخلی آنها را نشان می‌دهند. یافته‌ها پیامدهایی برای توسعه برنامه‌های تربیت معلم زبان انگلیسی بر اساس آموزش پسا روش دارد. | ||
| کلیدواژه‌ها [English] | ||
| آموزش زبان انگلیسی, جنبه‌های سیاسی اجتماعی آمیخته با آموزش زبان انگلیسی, آموزش پسا روش | ||
| مراجع | ||
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