پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 31 |
| تعداد شمارهها | 834 |
| تعداد مقالات | 8,015 |
| تعداد مشاهده مقاله | 14,854,718 |
| تعداد دریافت فایل اصل مقاله | 9,587,781 |
EFL Pre-service Teachers’ Concerns: A Reflective Practice | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 8، دوره 11، شماره 2، دی 2019، صفحه 191-211 اصل مقاله (140.22 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2019.5449 | ||
| نویسندگان | ||
| Zohreh Shooshtari1؛ Azime Takrimi* 2؛ Kioumars Razavipour1 | ||
| 1Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| 2shahid Chamran university of Ahvaz,Ahvaz, Iran | ||
| چکیده | ||
| Central to the spirit of reflective teaching is the ability to focus critically on one’s own beliefs, cognitions, and concerns. Numerous proposals have been developed for implementing reflective practices in pre-service teacher education contexts with the aim of producing highly competent reflective teachers. However, it is imperative to identify the candidates’ beliefs and knowledge base before any interventions could be introduced to effectively trigger a response. This study utilized a reflection oriented model to explore pre-service language teachers’ concerns about language learning/teaching. Interview techniques facilitated such an in-depth exploration among a conveniently sampled 13 candidates studying at a teacher college in Iran. The content analysis of the interviews revealed that affective factors, classroom management, language-related fears, and tensions between their beliefs and practices were the candidates’ major concerns. On the whole, candidates’ preexisting learning experiences seemed to cast a shadow over their cognitions and concerns. Implications regarding reflective practicums in teacher education programs are discussed. | ||
| کلیدواژهها | ||
| Pre-service Language Teachers؛ Concerns؛ Cognitions؛ Reflective Practicum | ||
| مراجع | ||
|
Almarza, G. G. (1996). Student foreign language teachers’ growth. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 50-78). Cambridge: Cambridge University Press.
Bacevich, A. E. (2010). Building curriculum for teacher education: A study of video records of practice (Unpublished doctoral dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/77781.
Barnard, R., & Burns, A. (2012) (Eds.). Researching language teacher cognition and practice: International case studies. Multilingual Matters, 97(2), 569-570.
Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 709-25). New York: Macmillan.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
Debreli, E. (2013). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia-Social and Behavioral Sciences, 46, 367-373.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1-13.
Freeman, D., & Richards, Jack C. (1996). Teacher learning in language teaching. Cambridge University Press.
Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32 (3), 447-464.
Johnson, K. E. (1996). The vision versus the reality: The tensions of the TESOL practicum. In D. Freeman, & J. C. Richards (Eds.). Teacher learning in language teaching (pp. 30-49). Cambridge University Press.
Kagan, D. M. (1992a). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-69.
Korthagen, F. A. J. (1985). Reflective teaching and preservice teacher education in the Netherlands. Journal of Teacher Education, 36(5), 11-15.
Korthagen, F. A. J. (2001, April).Linking practice and theory: The pedagogy of realistic teacher education. Paper presented at the annual meeting of the American Educational Research Association, Seattle, retrieved from http://resources.educ.queensu.ca/ar/aera2001/Russell2001.
Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and teacher education, 26(1), 98-106.
Korthagen, F.A. J., & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and practice, 11(1), 47-71.
Kumaravadivelu, B. (2012). Language teacher education for a global society. New York: Taylor & Francis.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lortie, D. C. (1975). School teacher: A sociological study. University of Chicago Press.
Misrohmawati, E. R.R. (2016). What makes you different? The process of teacher cognitive development in pre-service EFL teacher education. PROSIDING ICTTE FKIP UNS 2015, 1(1), 145-149.
Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30, 131-53.
Ong’ondo, C. O., & Jwan, J. O. (2009). Research on student teacher learning, collaboration and supervision during the practicum: A literature review. Educational Research and Review, 4(11), 515-524.
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-332.
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37, 380-390. http://dx.doi.org/10.1016/j.system.2009.03.002
Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30(2), 281-296.
Tigchelaar, A., & Korthagen, F. A. J. (2004). Deepening the exchange of student teaching experiences: Implications for the pedagogy of teacher education of recent insights into teacher behavior. Teaching and Teacher Education, 20, 665-679.
Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17, 112-37.
Warford, M. K., & Reeves, J. (2003). Falling into it: Novice TESOL teacher thinking. Teachers and Teaching, 9, 47-66.
Wegner, C., Weber, P., & Ohlberger, S. (2014). Korthagen’s ALACT model: Application and modification in the science project ‘Kolumbus-Kids’. Themes in Science and Technology Education, 7(1), 19-34.
Widdowson, H. D. (1990). Aspects of language teaching. Oxford University Press.
Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies, 4(1),73-81. | ||
|
آمار تعداد مشاهده مقاله: 663 تعداد دریافت فایل اصل مقاله: 449 |
||