Authors

1 Associate Professor, University of Tehran

2 Ph.D. in TEFL, University of Tehran

Abstract

Different from one-way provision of knowledge in transmission-based approaches, recent approaches to teacher education consider learning as a consequence of teachers’ active engagement in social practices. Prior studies have provided important insights into how sociocultural theory (SCT) works in L2 teacher education. However, issues remain about the content and effectiveness of teacher education programs informed by the tenets of SCT on novice teachers’ learning. Addressing this gap, the present study set out to investigate the microgentic development of four novice EFL teachers during dialogic mediations with a teacher educator in some one-to-one development sessions based on samples of their actual teaching practices. Mediations were dialogic, graduated, and tailored to the needs of the teachers (i.e., from implicit to explicit) within each individual’s zone of proximal teacher development (ZPTD). A total of four hours of video-recorded teacher-teacher educator post-observation talk was analyzed. Results proposed a highly dialogic interaction with an approximately equal participatory role. Findings demonstrated that novice teachers’ agency and externalization of their thoughts in a supportive and interactive environment can result in their development. Finally, teacher educators were asked to include strategic mediation in teacher education programs and provide teachers with graduated assistance within their ZPTD.

Keywords

Article Title [Persian]

تاثیر مداخله‌ی راهبردی بر دانشِ آموزشی معلمان کم تجربه انگلیسی بعنوان یک زبان خارجی

Authors [Persian]

  • شیوا کیوان پناه 1
  • عباسعلی رضایی 1
  • مرتضی نعمت الهی 2

Abstract [Persian]

رویکردهای اخیر در تربیت مدرس یادگیری را بعنوان یکی از پیامدهای درگیر شدن فعالانه معلمان در فعالیت­های اجتماعی در نظر می گیرند که متفاوت از ارائه یک طرفه دانش در رویکردهای آموزشیِ انتقالی است. مطالعات پیشین یافته­های مهمی را درباره چگونگی عملکرد نظریه اجتماعی-فرهنگی در روش های تربیت مدرس زبان دوم فراهم کرده­اند اما با این وجود مسائلی درباره محتوا و تاثیرگذاری دوره های تربیت مدرسِ برگرفته از اصول نظریه اجتماعی­-فرهنگی در رشد اساتید کم تجربه وجود دارد که همچنان به قوت خود باقی هستند. مطالعه حاضر با پرداختن به این کمبود، به بررسی رشد لحظه به لحظه ی چهار معلم کم تجربه انگلیسی بعنوان زبان خارجی در طول مداخله تعاملی با یک مدرس مربیگری در جلسات رشد یک به یک بر اساس نمونه هایی از تدریس واقعی آنها می پردازد. مداخله­ها با در نظر گرفتن ناحیه رشد تقریبی معلمان، به­صورت تعاملی، تدریجی، و منطبق با نیازهای اساتید بوده اند (یعنی از شکلی ضمنی به شکلی کاملا صریح). بطور کلی و پس از مشاهده کلاس­ها، چهار ساعت تعامل میان معلم و مدرس مربیگری به­صورت تصویری ضبط و مورد بررسی قرار گرفت. یافته­ها حاکی از این بود که نقش پذیری و برونی­سازی افکار معلمان در یک محیط حمایتی و تعاملی می­تواند منجر به رشد حرفه­ای معلمان شود. در نهایت از مدرسان مربیگری دوره­های تربیت معلم خواسته شد تا از مداخله راهبردی در دوره­های تربیت مدرس استفاده کرده و با توجه به ناحیه رشد تقریبی معلمان کمکی تدریجی برای آنها فراهم آورند.

Keywords [Persian]

  • مداخله‌ی راهبردی
  • تدریس اصولی دستور زبان
  • مدرس کم تجربه انگلیسی بعنوان یک زبان خارجی
  • بررسی لحظه به لحظه
  • ناحیه رشد تقریبی معلمان

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