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Record identifier : 564732
Personal Name - Primary Intelectual Responsibility : Khodaverdi, Neda
Title and statement of responsibility : The Relationship between Teachers' and Learners' Expectations of Teacher Efficacy and Selected Teacher and Learner Characteristics [Thesis]/خداوردی،ندا;supervisor: Zia Tajeddin;advisor: Mohammad Khatib
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
Discipline of degree : , Teaching English as a Foreign Language
Body granting the degree : , Allam Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : .این تحقیق با موضوع تاثیر ویژگی های معلم بر انتظارات معلم از خود و انتظارات دانش آموز از کارآمدی معلم و مشخصات خاص معلم و دانش آموز به انجام رسید .هدف از این تحقیق بررسی تفاوت موجود میان شناخت معلم از خود و آنچه شاگردانش در واقعیت و محیط کلاس ب ا آن روبه رو هستند، بود.علاوه بر هدف اولیه ذکر شده، برخی مشخصات معلم و شاگرد نیز به عنوان هدف ثانویه بررسی شد.یافته های تحقیق :یافته های این تحقیق نشان داد که هیچ گونه ارتباطی بین انتظارات معلم و دانش آموزان از کارآمدی معلم در خصوص شش خرده مقیاس ذکر شده وجود ندارد .همچنین نتایج نشان داد که بین سه مشخصه معلم یعنی جنسیت، سابقه تدریس و مرتبط بودن رشته تحصیلی و کارآمدی معلم نیز ارتباط معناداری وجود ندارد .بنابر یافته ها، بین جنسیت و سطح مهارت زبانی دانش آموزان و انتظارات آن ها از کارآمدی معلم ارتباطات در بیشتر خرده مقیاس ها معنادار شد
: Teacher training and teacher education have been in a state of flux for many years. In recent years teacher education has become a frequent subject matter in the area of language teaching and has been given a special attention as a result of many researches in different related fields such as the sub-field of teacher self-efficacy which was the focus of this study. This study investigated the relationship between teacher's expectation and their students expectation of teacher efficacy regarding the six sub- scales of teacher efficacy as developed by Bobbett, Dellinger, Ellet, and Oliver which were communication/clarification, management/climate, accommodating individual differences, motivation of students, managing learning routines and higher order thinking skills. Furthermore, this study explored how significantly the aforementioned six sub-scales of teacher efficacy were related to three selected teacher characteristics, namely gender, years of experiencing teaching English as a foreign language, and their field of study. It also investigated the relationship between learners expectation of teacher efficacy and two learner characteristics: their gender and language level.Results indicated no significant relation between teacher's expectation and students' expectation of teacher efficacy regarding the aforementioned six sub-scales. The findings also showed that the three focused teacher characteristics, gender, experience and related field of study, were not significantly related to teacher self-efficacy; but, learners' characteristics-their gender and language level-were significantly related to their expectation of teacher self- efficacy. The findings of the present study posed several implications for teacher educators, researchers and classroom teachers such as making teachers aware of reflective method and keeping students motivated through the duration of their learning a new language by taking their needs and interest into consideration..
Topical Name Used as Subject : Teacher Efficacy
: Efficacy Expectation
: Outcome Expectation
Information of biblio record : TL
 
 
 
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