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Record identifier : 564795
Personal Name - Primary Intelectual Responsibility : Abednia, Arman
Title and statement of responsibility : In- service language teacher education in Iran: the status quo and the transformative contributions to teachers' social identity construction [Thesis]/عابدنیا، آرمان
Publication, Distribution,Etc. : , 2010
Language of the Item : eng
Dissertation of thesis details and type of degree : MAster of Arts
Discipline of degree : , Teaching English as a Foreign Language
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : تغییر رویکرد از دید زبان محور به دید آموزش محور در آموزش زبان3 -.تغییر رویکرد از دید ابزاری به آموزش زبان به سمت دید انسان گرایانه و تحول گرایانه2 -.تغییر رویکرد از همگامی با اصول غال بدر آموزش زبان به سمت غالب شکنی انتقادی1 -:تغییراتبه وجود آمده در هویت شغلی معلمان زبان در چنین دوره ای از چه ماهیتی برخوردارند؟ یافته های تحقیق :اصلی ترین یافته این پژوهش تأثیر رویکرد انتقادی در دوره تربیت معلم بر روی هویت شغلی معلمان ضمن خدمت بود به قرار زیر3 مزایا و معایب چنین دوره ای از دید شرکت کنندگان چیست -2 ویژگی های اصلی یکدوره آموزش معلم زبان با رویکرد انتقادی چیست؟ -1 -: تاکنون مطالعه تجربی ای در خصوصروشن کردن گرایشهای غالب در دوره های ضمن خدمت تربیت معلم های زبان در ایران انجام نشده است .همچنین تأثیر کاربرد رویکرد انتقادی بر روی هویت شغلی معلمان زبان بدون بررسی باقی مانده استدر حالی که این موضوعات از اهمیت بالایی برخوردار ند. این تحقیق ماهیتی کیفی دارد و سؤالاتآن به ترتیبزیر است
: Transformative teacher development, having its roots in critical pedagogy, focuses on sociopolitical dimensions of teaching and aims at developing teachers who go beyond mere practice of others' theories and become transformative intellectuals (Giroux, 1983) who can critically analyze and transform the status quo. Given the paucity of research done on L2 teacher development in Iran, this study was conducted to explore the contributions of teacher development to in- service L2 teachers' construction of their professional identities, i.e. how they define themselves as L2 teachers and investigate the dynamics of such a course as perceived by participants. A model of an L2 teacher development course was developed based on critical pedagogy principles (Crawford, 1978), and the course was conducted in 45 hours. 8 participants (2 males and 6 females) whose teaching experience ranged from 1 to 3 years attended the course and the negotiated content was dealt with critically and dialogically. More precisely, the course mainly involved group and class discussions about the content, and the participants were required to write critical reflective journals voicing their own opinions about each topic. To explore changes in the participants' professional identities, they were interviewed before and after the course on the basis of a 35 item interview framework developed based on Kelchtermans's (1993) conceptualization of professional identity. The transcribed interviews along with 85 reflective journals, the recorded discussions, and the written accounts of two critical incidents formed the basis of data analysis. Grounded theory (Glaser, 2001) was used as the tool for qualitative analysis of the data. The vertical and horizontal analysis of the data shed light on significant changes in the different dimensions of the participants' professional identities. More precisely, three main shifts of orientation were observed, namely from conformity to and romanticization of dominant ideologies to critical deregulationism, from an instrumentalist orientation or no orientation to a humanistic and transformative orientation of teaching, and from a linguistic and technical view to an educational view of ELT. Moreover, to explore the dynamics of the course, the in service teachers were invited to conduct a focus group discussion about different major aspects of the course such as advantages and disadvantages as well as suggestions for improvement of courses of a similar nature. Because of the participatory approach adopted in this study, the participants were the co - researchers as well. Thus, in the first phase, the teacher educator gave them readings, guidelines and hands - on tasks focusing on qualitative research, focus groups, and qualitative thematic analysis procedures and had two sessions with them discussing the major qualitative research issues. Afterwards, the participants went through their 4 session focus group discussion mainly based on a prior agenda as well as the analysis of the discussions. The major extracted themes were: the banking background of the participants and its consequences, the critical pedagogical nature of the course, major problems of the course and general suggestions, reflective journal writing:mrits, demerits, and suggestions, class/group discussions: merits, demerits, and suggestions, and assessment: merits, demerits, and suggestions..
Information of biblio record : TL
 
 
 
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