پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,735 |
| تعداد مشاهده مقاله | 12,736,203 |
| تعداد دریافت فایل اصل مقاله | 9,068,628 |
A Comparative Study on Professional Competencies of Iranian EFL Teachers at Public and Private Sectors | ||
| Journal of Language Horizons | ||
| مقاله 6، دوره 3، شماره 2 - شماره پیاپی 6، مهر 2019، صفحه 125-146 اصل مقاله (1.49 M) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.28503.1197 | ||
| نویسندگان | ||
| Mansooreh Hosseinnia1؛ Hamid Ashraf* 2؛ Hossein khodabakhshzadeh3؛ Gholam Hassan Khajavi4 | ||
| 1PhD Candidate, Department of English, Islamic Azad University, Torbat-e Heydarieh Branch, Torbat-e Heydarieh, Iran | ||
| 2Assistant Professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran | ||
| 3Assistant Professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran; | ||
| 4Assistant Professor, Department of Language Education, University of Bojnord, Bojnord, Iran | ||
| چکیده | ||
| The major purpose of the present study was to examine the differences between professional competencies of Iranian EFL Teachers at Public and private sectors and the role of gender, field of study, educational status, and years of teaching experience in Iranian EFL teachers’ competencies. A sample of 300 EFL Iranian teachers were chosen based on convenience sampling and were assessed through the EFL Teachers’ Professional Competencies scale. After gathering the questionnaires, data was analysed by SPSS. According to the results, 1. There were significant differences between Iranian EFL teachers at public and private sectors with respect to their level of competencies, and teachers at private sectors had higher levels of competencies, 2. There were significant differences between male and female EFL teachers with respect to their competencies, 3. There were positive significant relationships between the four sub-constructs of teachers’ competencies and experience, 4. There was a significant difference betweenfour types of field of study (teaching English, English literature, English translation and others) with respect to their competencies, and those majoring in teaching English had the highest level of competencies, and 5. There were significant differences among three educational levels (BA, MA, and PhD) with respect to their competencies, with PhD and BA holders having the highest and lowest levels of competencies, respectively. This study may be the only piece of research that has increased EFL professionals’, including EFL teachers’, knowledge regarding factors affecting their competencies. Also, the results of this study can be used by teacher employment institutes such as language institutes, and education and training organizations to employ the most competent EFL teachers. | ||
| کلیدواژه‌ها | ||
| Professional competencies؛ private sector؛ public sector؛ gender؛ years of experience | ||
| عنوان مقاله [English] | ||
| بررسی مقایسه‌ای صلاحیتهای حرفه‌ای معلمان زبان ایرانی در دو بخش دولتی و خصوصی | ||
| نویسندگان [English] | ||
| منصوره حسین نیا1؛ حمید اشرف2؛ حسین خدابخش زاده3؛ غلامحسن خواجوی4 | ||
| 1دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران | ||
| 2استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران، | ||
| 3استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران | ||
| 4استادیار گروه آموزش زبان؛ دانشگاه بجنورد، بجنورد، ایران؛ | ||
| چکیده [English] | ||
| هدف اصلی این پژوهش، بررسی تفاوت صلاحیتهای حرفه‌ای معلمان زبان ایرانی در دو بخش دولتی و خصوصی و ارتباط صلاحیتهای حرفه‌ای با جنسیت، رشتۀ تحصیلی، میزان تحصیلات و تجربۀ تدریس معلمان بوده است. شرکت‌کنندگان این تحقیق 300 معلم زبان انگلیسی بودند که ازطریق نمونه‌گیری آسان انتخاب شدند و با استفاده از مقیاس صلاحیتهای حرفه‌ای معلمان زبان انگلیسی به‌عنوان زبان بیگانه مورد ارزیابی قرار گرفتند. پس از جمع‌آوری پرسشنامه‌ها از نرم افزار اس‌پی‌اس‌اس برای تحلیل داده‌ها استفاده شد. براساس نتایج به دست آمده: 1) از نظر سطح صلاحیت‌ها، تفاوت معناداری میان معلمان زبان انگلیسی در دوبخش خصوصی و دولتی وجود داشت، به طوری که معلمان زبان بخش خصوصی دارای صلاحیت بالاتری نسبت به بخش دولتی بودند، 2) از نظر صلاحیتهای حرفه‌ای، تفاوت میان معلمان زن و مرد معنادار بود، 3) رابطۀ میان چهار مولفۀ صلاحیتهای حرفه‌ای معلمان ایرانیِ زبان انگلیسی و سابقۀ تدریس آنها معنادار و مثبت بود، 4) میان صلاحیت حرفه‌ای معلمان دارای تحصیلات در هریک از چهار گروه مورد بررسی (آموزش زبان انگلیسی، ادبیات انگلیسی، مترجمی و سایر رشته‌ها) تفاوت معناداری نشان داد، به طوری که معلمان دارای تحصیلات در رشتۀ آموزش زبان انگلیسی، بالاترین سطح صلاحیت‌ها را دارا بودند و 5) تفاوت میان صلاحیتهای حرفه‌ای سه سطح دانشگاهی معنادار بود. معلمان با سطح تحصیلات دکتری بالاترین و معلمان دارای مدرک کارشناسی، پایین‌ترین سطح صلاحیت‌ها را به خود اختصاص دادند. این تحقیق شاید تنها پژوهشی باشد که آگاهیِ متخصصان آموزش انگلیسی به‌عنوان زبان بیگانه (ازجمله، معلمان زبان انگلیسی) را نسبت به عوامل موثر بر صلاحیتهای حرفه‌ایشان افزایش می‌دهد. یافته‌های این پژوهش همچنین می‌تواند به نهادهای استخدام و تربیت‌کنندۀ معلم، مانند موسسه‌های زبان انگلیسی و سازمان‌های تربیت معلم در جذب نیروهای دارای صلاحیت بالاتر کمک کند. | ||
| کلیدواژه‌ها [English] | ||
| صلاحیتهای حرفه‌ای, بخش خصوصی, بخش دولتی, جنسیت, سابقۀ تدریس | ||
| مراجع | ||
|
Aghagolzadeh, F., & Davari, H. (2014). Iranian critical ELT: A belated but growing intellectual shift in Iranian ELT community. Journal for Critical Education Policy Studies, 12(1), 391-410.
Akbari, R., & Yazdanmehr, E. (2011). EFL teachers’ recruitment and dynamic assessment in private language institutes of Iran. Journal of English Language Teaching and Learning, 8, 29-51.
Aliakbari, M., & Azimi Amoli, F. (2014). Teachers’ awareness of critical pedagogy: A case study of Iranian EFL teachers. European Online Journal of Natural and Social Sciences, 3(1), 128-134
Ansarin, A. A., Farrokhiand, F., & Rahmani, M. (2015). Iranian EFL teachers’ reflection levels: The role of gender, experience, and qualifications. The Asian Journal of Applied Linguistics, 2(2), 140-155.
Arifin. (2002). Capita selekta education: Islam and common. Bumi Aksara.
Atai, M. R., Babaii, E., & Mousavi, M. (2016). Exploring standards and developing a measure for evaluating Iranian EFL teachers’ professional competence in the private sector. Iranian Journal of English for Academic Purposes, 5(2), 1-30.
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. Curriculum Journal, 24(3). 389-411.
Carr, D. (2000). Professionalism and ethics in teaching. Routledge.
Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 11-19). British Council.
Drucker P. F. (1985). Innovation and entrepreneurship. Pan Books Ltd.
Haddad Narafshan, M., & M. Yamini. (2011). Policy and English language teaching in Iran. The Iranian EFL Journal, 7(5), 179–89.
Hayati, A. M., & Mashhadi, A. (2010). Language planning and language-in-education policy in Iran. Language Problems and Language Planning, 34(1), 24-42.
Hosseinnia, M., Ashraf, H., Khodabakhshzadeh, H., & Khajavy, G. (2019). A model of professional competencies of Iranian EFL teachers at public and private sectors. Manuscript submitted for publication.
Ilanlou, M., & Zand, M. (2011). Professional competencies of teachers and the qualitative evaluation. Procedia - Social and Behavioral Sciences, 29, 1143-1150.
Kazemi, A., & Soleimani, N. (2013). On Iranian EFL teachers' dominant teaching styles in private language centers: Teacher- centered or student- centered? International Journal of Language Learning and Applied Linguistics World, 4(1), 193-202.
Khodabakhshzadeh, H., Hosseinnia, M., Abedy Moghadam, H., & Ahmadi, F. (2018). EFL teachers’ creativity and their teaching's effectiveness: A structural equation modelling approach. International Journal of Instruction, 11(1), 227-238.
Mahdi, H., & Al-Dera, A. S. (2013). The impact of teachers’ age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching, 6, 57-67.
Mahmoodi, M. H., Izadi, N., & Dehghannezhad, M. (2017). An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement. Applied Research on English Language, 4(2), 25-42.
Navidnia, H. (2013). English language teacher performance appraisal in Iranian high schools: Improving evaluation and feedback process (Unpublished doctoral dissertation). Tarbiat Modares University, Tehran, Iran.
Nur Mustafa, M. (2013). Factors that influence quality service of teachers. International Journal of Business & Social Science Research, 3(1), 32-37.
Ostovar-Namaghi, S. A. (2013). Language teachers' perceptions of evaluation criteria in Iran. The Reading Matrix, 13(1), 45-60.
Pacevicius, J., & Kekyte, M. (2008). Managerial capacity: Analysis of possibilities and limitations. Economics and Management: Current Issues and Perspectives, 4(13), 50-62.
Partovi, N., & Tafazoli, D. (2016). On the relationship between Iranian EFL teachers’ self-regulation, self-resiliency, gender and teaching experience. Educational Research, 4(1), 7-25.
Poyraz, C., & Usta, S. (2013). Investigation of preservice teachers’ reflective thinking tendencies in terms of various variances. International Journal on New Trends in Education & Their Implications, 14(12), 126-136.
Rashidi, N., & Javidanmehr, Z. (2012). The status of reflective teaching among Iranian EFL teachers: Gender, academic degree and educational background scrutinized. Language and Literature: European Landmarks of Identity, 1(10), 493-502.
Razmjoo, S. A., & Riazi, A. M. (2006). Do high schools or private institutes practice communicative language teaching: A case study of Shiraz teachers in high schools and institutes. The Reading Matrix, 6(3), 340-366.
Riazi, A. (2005). The four language stages in history of Iran. In A, M. Y. Lin & P. W. Martin (Eds.), Decolonization, globalization: Language in education policy and practice (pp. 98-115). Multilingual Matters.
Shariatifar, S., Kiany, G., & Maftoon, P. (2019). High school EFL teachers’ professional competencies: Content knowledge and pedagogical content knowledge. Applied Research on English Language, 6(4), 499-522.
Shohani, S., Azizifara, A., Gowharya, H., & Jamalinesari, A. (2014). The relationship between novice and experienced teachers’ self-efficacy for personal teaching and external influences. Procedia - Social and Behavioral Sciences, 185, 446-452.
Soodmand Afshar, H., & Farahani, M. (2015). Reflective thinking and reflective teaching among Iranian EFL teachers: Do gender and teaching experience make a difference? Procedia - Social and Behavioral Sciences, 192, 615-620.
Sutadiputra. (1985). Various teachers problems. Angkasa.
TESOL. (2003). TESOL / NCATE program standards: Standards for the accreditation of initial programs in P-12 ESL teacher education. Alexandria, VA.
Westera, W. (2001). Competencies in education: A confusion of tongues. Journal of Curriculum Studies, 33(1), 75-88.
Wright, S. P., & Horn, S. P. (2013). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.
Zolfaghari, S., & Ashraf, H. (2015). The relationship between EFL teachers’ assessment literacy, their teaching experience, and their age: A case of Iranian EFL teachers. Theory and Practice in Language Studies, 5(12), 25-50. | ||
|
آمار تعداد مشاهده مقاله: 584 تعداد دریافت فایل اصل مقاله: 655 |
||