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Exploring the Effect of Self-reflection through Awareness Raising on Novice and Experienced Iranian EFL Teachers’ Pedagogical Beliefs Enactment
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.15 No.3 (2018.09)바로가기
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- 페이지
- pp.630-648
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A338418
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5,400원
원문정보
초록
- 영어
- As the second phase of a larger-scale study, the present study attempted to explore the effect of selfreflection through an awareness raising technique on novice and experienced Iranian EFL teachers’ pedagogical beliefs enactment. To this end, a personal practical theorizing process was employed both as a method to make teachers’ practical beliefs explicit and as a consciousness-raising technique to increase teachers’ awareness of their beliefs, thereby stimulating the teachers to convert their beliefs into actual classroom practice. In the first phase of the study, the pedagogical beliefs and practices of the participants were examined and discrepancies were found in novice teachers’ pedagogical beliefs and practices. Within the domain of the qualitative research, a multi-case study design was utilized, employing eight novice and experienced teachers who were selected based on purposive sampling. The data were analyzed using a constant comparative method around common themes and categories, which were identified as distinctive features of teachers’ personal practical theories; these same categories were then compared with teachers’ practices. The results showed that, except for teachers’ content knowledge, the pedagogical beliefs of novice and experienced teachers were represented differently in their practices. However, after the theorizing technique, the teachers’ practices became more in line with their pedagogical beliefs. With respect to teachers’ professional development, the novice teachers who were initially concerned with maintaining order went through self-assessment and reflection, adopted new identities as real teachers, and entered into a state of maturity.
목차
Abstract
Introduction
Background of the Study
Method
Participants
The Context of the Study
Procedure
Data Analysis
Results and Discussion
Teachers’ Initial Pedagogical Beliefs and Practices
Features and Sources of Teachers’ PPTs
Teachers’ Beliefs and Practices after Personal Practical Theorizing
Teachers’ Professional Development
Conclusion
Acknowledgements
The Authors
References
키워드
personal practical theories teachers’ pedagogical beliefs teachers’ practices novice and experienced teachers’ knowledge저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.15 No.3
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