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تحلیل و ارزیابی رشد حرفه‌ای مدرسان ایرانی آزفا: از طریق اقدام‌پژوهی مشارکتی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 12، دوره 12، شماره 1 - شماره پیاپی 25، فروردین 1402، صفحه 225-249 اصل مقاله (1.36 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2024.19761.1656 | ||
| نویسندگان | ||
| مریم پورنوروز1؛ نگار داوری اردکانی* 2؛ ساسان بالغی‌زاده3 | ||
| 1دانشجوی دکتری آموزش زبان فارسی به غیر فارسی‌زبانان، دانشگاه شهید بهشتی، تهران، ایران. | ||
| 2نویسندۀ مسئول، دانشیارگروه زبان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران. | ||
| 3دانشیارگروه زبان و ادبیات انگلیسی، دانشگاه شهید بهشتی، تهران، ایران. | ||
| تاریخ دریافت: 07 دی 1402، تاریخ بازنگری: 23 فروردین 1403، تاریخ پذیرش: 25 فروردین 1403 | ||
| چکیده | ||
| اقدام‌پژوهی ابزار قدرتمندی در توانمندسازی معلمان است، و آنان را قادر می‌سازد تا فعالانه در یادگیری حرفه‌ای، به‌منظور بهبود عملکردشان، مشارکت کنند. پژوهش حاضر با هدف تحلیل و ارزیابی اثربخشی اقدام‌پژوهی مشارکتی بر رشد حرفه‌ای مدرسان ایرانی آزفا انجام گرفت. این یک مطالعه با روش آمیخته با تمرکز بر اقدام‌پژوهی مشارکتی بود. 20 مدرس ایرانی آزفا از مراکز آزفای سراسر کشور از طریق نمونه‌گیری در دسترس انتخاب شدند. پلتفرم اسکایپ برای برگزاری کلاس‌های آنلای.ن انتخاب شد. کلاس‌های آنلاین رشد حرفه‌ای هفته‌ای یکبار و به مدت 90 دقیقه برگزار شد. این دوره در اردیبهشت 1401 شروع و تا مهر 1401 به طول انجامید. مشارکت‌کنندگان در این کلاس‌ها شرکت کردند و از تجارب یکدیگر در جهت حل مشکلات آموزشی و کلاسی بهره بردند. گردآوری داده‌ها با استفاده از ابزارهای پرسشنامه، یادداشت‌های کلاسی، روز نگاشت حرفه‌ای (Professional journal)، روز نگاشت بازاندیشانه (Reflective journal)، پروژۀ اقدام‌پژوهی و مصاحبۀ نیمه ساختار یافته انجام گرفت. به منظور تحلیل داده‌های کیفی از نرم‌افزار MAXQDA و تحلیل داده‌های کمی، از نرم‌افزار SPSS نسخۀ 26 استفاده شد. تحلیل داده‌های کمی و کیفی نشان داد، اقدام‌پژوهی مشارکتی بر هوشیاری علمی، هوشیاری فرهنگی، رشد عاطفی مدرسان و رشد فراشناختی مدرسان، همچنین، تغییر نگرش مدرسان نسبت به حرفه و حضور در پروژۀ اقدام‌پژوهی اثربخش بود. | ||
| کلیدواژه‌ها | ||
| اقدام‌پژوهی مشارکتی؛ رشد حرفه‌ای مدرسان؛ مدرسان ایرانی آزفا | ||
| عنوان مقاله [English] | ||
| Analyzing and Evaluating Professional Development of Iranian AZFA Teachers: Through Collaborative Action Research | ||
| نویسندگان [English] | ||
| Maryam Pournorouz1؛ Negar Davari Ardakani2؛ Sasan Baleghizadeh3 | ||
| 1PhD Candidate in Teaching Persian to Speakers of Other Languages, Department of Linguistics, Faculty of Letters and Humanities, Shahid Beheshti University, Tehran, Iran. | ||
| 2Corresponding Author, Associate Professor, Department of Linguistics, Faculty of Letters and Humanities, Shahid Beheshti University, Tehran, Iran. | ||
| 3Associate Professor, Department of English Language and Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University, Tehran, Iran. | ||
| چکیده [English] | ||
| Action Research is a powerful tool in empowering teachers, enabling them to actively participate in professional learning in order to improve their performance. The present study was conducted with the aim of analyzing and evaluating the effectiveness of Collaborative Action Research on the professional development of Iranian AZFA teachers. It was a mixed-method study with a focus on Collaborative Action Research. 20 Iranian AZFA teachers were selected from AZFA centers across the country through Convenience sampling. The Skype platform was selected to hold online classes. Professional development online classes were held once a week for 90 minutes. This course started in May 2022 and lasted until October 2022. Participants participated in these classes and benefited from each other's experiences in solving educational and classroom problems. Data gathered using questionnaires, field notes, professional journals, reflective journals, Action research projects and "semi-structured" interviews. MAXQDA software was used to analyze qualitative data and SPSS version 26 software was used to analyze quantitative data. Quantitative and qualitative data analysis showed that Collaborative Action Research was effective in scientific awareness, cultural awareness, emotional development and metacognitive development of teachers, as well as changing the attitude of teachers towards the profession and participation in the Action Research project. Extended Abstract: Introduction An increasing amount of studies suggest that one way to improve teaching and learning is to involve teachers in doing research in their classrooms (Casanova, 1989; Darling-Hammond, 1996). Educational researchers claim that teachers who implement action research are better informed about their field (Bennett, 1993), begin to gain a better understanding of themselves as teachers, and as a result of engagement in action research, they’ll make better decisions and choices on how to behave (Ogberg & McCutcheon, 1987). According to Hendricks (2006), collaborative action research is a form of action research through which researchers work together to study and investigate educational problems in different educational contexts (Chou, 2010:2729). The benefits of collaborative action research have been mentioned in several studies (Mitchell et al, 2009). Among the advantages of collaborative action research, the following can be mentioned: Develop their intellectual capacities (Balach & Syzmanski, 2003). Foster teachers’ levels of self-efficacy and empowerment (Farrell, 2003). Support professional development (Capobianco & Joyal, 2008). Select and refine more efficient practices (Mitchell, Reilly, Bramwell, Solnosky & Lilly, 2004). Obviating burnout (Allan & Miller, 1990). In this study, we seek to find out whether conducting collaborative action research affects the professional development of Iranian AZFA teachers and what effects they have. Methodology In order to conduct this study, a mixed method was used. 20 Iranian AZFA teachers from different AZFA centers in Iran, were selected through convenience sampling. The demographic form was completed by the participants before beginning the course. All the participants participated in this project with full enthusiasm, and to fulfill the ethical requirements in conducting this study, they all completed the consent form to participate in the research. Data were collected through questionnaires, professional journals, field notes, reflective journals, action research projects, and semi-structured interviews. All stages of this study were done virtually. Since all the participants had access to the WhatsApp software, this app was selected as a communicative tool to enhance interaction between the participants and the teacher educator. Coordination of meetings, sharing slides of online classes, educational materials and videos, and introduction of resources were done in this group. The Skype platform was considered for conducting online classes. These classes were held once a week for 90 minutes. The action research course started in May 1401 and lasted until October 1401. Each session started with an introduction about the topic by the researcher and then the participants shared their experiences with the rest of the participants in the meeting. After each session, the participants completed the professional journal form. After completing the course, the participants completed the reflective journal form. All the participants had to conduct an action research project in their classes and provide a report on conducting it and the results to the researcher. At the end, a semi-structured interview was conducted on WhatsApp for 15-20 minutes. Quantitative data was collected through Ayoubi (1393) teachers' professional development questionnaire. The participants completed this questionnaire once before and once after the course. The normality of the data was confirmed using the Skewness and Kurtosis. Therefore, Paired sample t-test was used to analyze the quantitative data. Qualitative data were collected through professional journals, reflective journals, field notes, action research projects and semi-structured interviews. These data were coded and analyzed using MAXQDA software. As a result of qualitative data analysis, finally, 7 main codes were extracted. Results and Discussion The results showed that implementing collaborative action research influenced teachers' metacognitive growth, emotional growth, expanding personal experiences in a practical way, scientific awareness, cultural awareness, teachers’ attitudes towards their profession, and their attitudes towards participating in the action research project. The participants stated that participating in this course had an impact on their metacognitive growth. Self-evaluation, creativity and intellectual growth, Having a new perspective and creating new methods for teaching different skills have been reported by the participants as a result of metacognitive growth. Self-confidence increase, motivation increase, and forming friendly relationships among teachers and also between teachers and Persian language learners were instances of emotional growth. The participants stated that, as a result of participating in the collaborative action research, their knowledge improved practically and they performed better in the class. They were prepared to face probable problems. Their ability and effort to overcome weaknesses have been increased. They paid more attention to the learning of the students and continuously evaluated their learning. As a result of scientific awareness, teachers’ studies have been increased. They got familiar with different methods of teaching and different sources and books. The results showed that teachers' focus on the culture and nationality of Persian language learners in the class has increased. They were proud of their profession. Their interest in their profession increased and they paid more attention to the value of their jobs than before. Participants also reported that they became more familiar with research and its importance in the classroom, and their enthusiasm for conducting research in the classroom increased. Conclusion As mentioned above, in this research we seek to find out whether conducting collaborative action research has an effect on the professional development of Iranian AZFA teachers and what effects they have. Based on the findings of this study, it can be concluded that conducting action research courses can lead to the professional development of Iranian AZFA teachers through scientific awareness, cultural awareness, emotional development and metacognitive development of teachers, as well as changing the attitude of teachers towards the profession and participation in the Action Research project. The finding of this study is consistent with Yigit & Bagceci (2017), Thamrin (2018), and Banegas et al (2013) who found that performing action research leads to teachers’ professional development, and helps teachers to reflect on their classroom practices and evaluate their performance. Despite traditional teacher professional development programs consisting of short-term workshops where teachers are only considered as consumers, action research can be used as an efficient and effective professional development tool, by teachers in specific classroom situations. In addition, considering the limited number of AZFA centers as well as AZFA teachers and the limited resources for teaching, holding such courses is a great help to the teachers; Especially, in centers where classes are run by a group of teachers. If such courses are held every week or month, it will be very efficient in order to manage classrooms well and integrate the teaching methods. Acknowledgment We would like to express our gratitude to Imam Khomeini International University for providing financial support for this study. | ||
| کلیدواژه‌ها [English] | ||
| Collaborative Action Research, Teacher Professional development, Iranian AZFA Teachers | ||
| مراجع | ||
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شاهولی، کامران، مکرمتی، فاطمه، بویری، نادیا، صحرانورد، نازنین. (1395). تأثیر اقدام‌پژوهی بر مهارت‌های یادگیری مداوم در جهت توسعۀ حرفه‌ای معلمان، هشتمین همایش انجمن فلسفه تعلیم و تربیت ایران، دانشگاه شهید چمران اهواز.
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