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مطالعه موردی درباره باورهای یک معلم دوره آموزش پیش از خدمت راجع به نقش بازخورد تصحیح کننده | ||
فناوری آموزش | ||
دوره 4، شماره 3 - شماره پیاپی 15، تیر 1389، صفحه 213-219 اصل مقاله (1.07 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2010.1357 | ||
نویسندگان | ||
ساسان بالغی زاده* 1؛ سعید رضایی2 | ||
1گروه زبان و ادبیات انگلیسی ، دانشگاه شهید بهشتی ، تهران ، ایران | ||
2گروه زبان و ادبیات انگلیسی ، دانشگاه علامه طباطبائی ، تهران ، ایران | ||
تاریخ دریافت: 07 خرداد 1399، تاریخ پذیرش: 07 خرداد 1399 | ||
چکیده | ||
مطالعات اخیر حاکی از علاقه وافر محققین در انجام پژوهش در زمینه افکار معلم میباشد. پژوهش حاضر یک مطالعه موردی است که به دنبال نوع تفکرات یک مدرس پیش از خدمت کانون زبان ایران پیرامون بازخوردهای تصحیح کننده میباشد. بدین منظور معلمی با نام مستعار علی قبل از شرکت در دوره آموزش تدریس پیش از خدمت که توسط کانون زبان ایران برگزار میشد داوطلب شرکت در این پژوهش شد. جهت دستیابی به نوع تفکرات آموزشی علی پیرامون بازخوردهای تصحیح کننده و منبع این نوع تفکرات پرسشنامهای که توسط نگارندگان این تحقیق آماده شده بود به وی داده شد. سپس جهت دستیابی به اطلاعات دقیقتر و رعایت قاعده مثلث در پژوهش یکی از نگارندگان مقاله حاضر به مصاحبه با علی پرداخت. دو هفته بعد زمانی که علی رسماً مدرس زبان انگلیسی کانون شده بود، کلاس وی مورد بازدید قرار گرفت تا معلوم شود پس از کلاسهای آموزش زبان پیش ازخدمت افکار علی پیرامون بازخوردها تا چه اندازه دچار تغییر شده است. نتایج این مطالعه موردی بیانگر تغییرات چشمگیری در نوع تفکر علی پیرامون بازخوردهای تصحیح کننده پس از گذراندن دوره آموزشی بود. در پایان نتایج این تحقیق به طور کامل گزارش و بحث شده است و کارکردهای آموزشی این تحقیق همراه با زمینههای تحقیقی برای بررسی در این زمینه برای علاقهمندان این حوزه ارایه شده است. | ||
کلیدواژهها | ||
شناخت معلم / اعتقاد؛ بازخورد اصلاحی | ||
موضوعات | ||
شایستگی حرفه ای معلمان | ||
عنوان مقاله [English] | ||
Pre-service Teacher Cognition on Corrective Feedback: A Case Study | ||
نویسندگان [English] | ||
S. Baleghizadeh1؛ S. Rezaei2 | ||
1Department of English Language and Literature, Shahid Beheshti University,Tehran,Iran | ||
2TEFL, Department of English Language and Literature, Allameh Tabataba’i University, Tehran,Iran | ||
چکیده [English] | ||
:Recent research has revealed huge interest in pursuing studies on teachers’ cognition. The present paper is a case study designed to investigate a pre-service teacher’s beliefs about corrective feedback at the Iran Language Institute (henceforth ILI). To do so, a pre-service teacher called Ali (a fictitious name) volunteered to participate in this study prior to attending his Teacher Training Course (henceforth TTC) held by the ILI. In order to unravel his beliefs about corrective feedback and the sources of such beliefs, a questionnaire developed by the researchers was given to him to complete. Later on, an informal interview was conducted by the second researcher in order to fathom Ali’s beliefs and also meet the triangulation criteria. Two weeks later, after Ali was officially employed as an English teacher at the ILI, the second researcher observed his class to see how far Ali’s beliefs had altered after the TTC. The observation session revealed a modification and change in Ali’s beliefs. The findings indicated that his beliefs had rigorously changed after the TTC. The results are hence reported and discussed fully with possible pedagogical implications and rich areas of research for further exploration. | ||
کلیدواژهها [English] | ||
Teacher Cognition/belief, Corrective Feedback | ||
مراجع | ||
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