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Record identifier : 564691
Personal Name - Primary Intelectual Responsibility : Babaei, Mehdi
Title and statement of responsibility : An Investigation of the Relationship between Reflective Teaching and Teachers Self-Efficacy Beliefs: A Case of Iranian In-Service English Language Teachers [Thesis]/بابائی، مهدی;supervisor: Mahnaz Mostafaei;advisor: Zia Tajeddin
Publication, Distribution,Etc. : , 2009
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allame Tabatabai University The Faculty of Persian Literature and Foreign Language Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی رابطه بین تدریس تامل گرایانه( متفکرانه) و اعتقاد به حس کارآیی در مدرسان ایرانی زبان انگلیسی است. پرسش های تحقیق: ایا به طور کلی رابطه‌ای میان تدریس متفکرانه با تامل گرایانه با حس کارایی در معلمان وجود دارد؟ آیا رابطه‌ای میان مولفه های تشکیل دهنده وسیله اندازه‌گیری این دو نیز وجود دارد؟ یافته های تحقیق:تدریس متفکرانه با تامل گرایانه با حس کارایی در معلمان رابطه قابل توجهی دارد. همچنین سه مولفه مربوط به حس کارایی در معلمان به عنوان مولفه های قابل توجه در بررسی تامل گرایانه شناخته شدند
: The need for teacher education has been a frequent subject-matter in the areaof language teaching in recent years and has been given a special focus as aresult of the emergence of some new terms such as reflective teaching (Pollard, 2002) and teacher self-efficacy (Tschannen-Moran & Hoy, 2001).The construct of teacher efficacy has been the subject of much research for approximately two decades. Researchers have shown that teacher efficacy has been linked to a variety of teaching behaviors and student outcomes such as achievement (Ashton & Webb, 1986) and motivation (Midgley, Feldlaufer & Eccles, 1989). Similarly, the contribution of reflective teaching to teachers' profession development has been well-documented (Fendler, 2003). Not until recently, partly due to the lack of a well-defined measurement instrument for reflective teaching, has there been research regarding its relationship to teacher efficacy. Therefore, the present study intended to find out if there was any significant relationship between these two constructs. To that end, two questionnaires, i.e. reflective teaching measurement scale (Behzadpour, 2007) and teachers' self-efficacy beliefs measurement scale (Dellinger; Bobbett; Dianne & Chad, 2007) were given to 225 Iranian in-service language teachers and the general relationship between these two constructs was investigated. Moreover, through Step-Wise Multiple Regression the relationship between the 6 factors of reflective teaching including affective, practical, critical, cognitive, metacognitive and moral factors and the factors of the three independent studies mentioned in Dellinger et al. (2007) were explored. Theesults showed considerable correlations between some factors and some low correlations between the others. Pedagogical implications and applications as well as suggestions for further research are discussed..
Topical Name Used as Subject : selfefficacy belief
: in-service language teachers
: reflective teaching
Information of biblio record : TL
 
 
 
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