Unpacking the Language Teachers’ Pedagogical Knowledge Base: Variations Across Levels of Teacher Self-Efficacy

نوع مقاله : مقاله تحقیق

نویسندگان
University of Tehran
چکیده
علیرغم تحقیقات فراوان در حوزه پایگاه دانش آموزشی معلمان زبان، مطالعات کمی در مورد تفاوت های فردی معلمان و نحوه ارتباط آن با اثربخشی آموزشی معلمین وجود دارد. برای پرداختن به این موضوع، ارتباط دانش آموزشی معلمان زبان و اثربخشی آموزشی آنها را در این مطالعه بررسی کردیم و شباهت‌ها و تفاوت‌های موجود در پایگاه دانش معلمان را بیان کردیم. از طریق اجرای آزمون خودکارآمدی رشته ای، هشت معلم بر اساس نمره یشان انتخاب و در دو گروه قرار گرفتند. پس از آن، یک جلسه آموزشی 90 دقیقه ای از هر معلم به صورت ویدئویی ضبط شد و بعداً فایل ضبط شده در یک مصاحبه یادآوری تحریک شده با معلم استفاده شد. گزارش های شفاهی به صورت کلمه به کلمه رونویسی شد و برای شناسایی افکار آموزشی معلمان تحت تحلیل محتوایی موضوعی قرار گرفت. نتایج نشان‌دهنده تفاوت معنی‌دار بین گروه‌ها بود، به طوری که گروه با اثربخشی بالا به طور متوسط ​​4.18 فکر در دقیقه گزارش کرده و گروه با اثربخشی کم 2.85 فکر در دقیقه گزارش کردند. پنج دسته از مقوله‌های دانش رایج بین دو گروه مشترک بودند؛ البته این مقوله ها فراوانی و رتبه‌بندی‌های مختلفی در هر گروه داشتند. یافته‌ها مفاهیمی را برای توجه به ساختار خودکارآمدی و منابع آن در رشد حرفه‌ای معلمین و همچنین جنبه اجتماعی-شناختی و عاطفی در آماده سازی آنان ارائه می‌کند.

کلیدواژه‌ها

موضوعات


Akbari, R., & Dadvand, B. (2011). Does formal teacher education make a difference? A comparison of pedagogical thought units of BA versus MA teachers. The Modern Language Journal, 95(1), 44-60. https://doi.org/10.1111/j.1540-4781.2010.01142.x
Akbari, R., & Tavassoli, K. (2014). Developing an ELT context-specific teacher efficacy instrument. RELC Journal, 45(1), 27‒50. https://doi.org/10.1177/0033688214523345
Alibakhshi, G., Nikdel, F. & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(23), 1‒19. https://doi.org/10.1186/s40862-020-00102-1
Amory, M. D., & Johnson, K. E. (2023). Provoking novice teacher development: Cognition-and-emotion in learning-to-teach. System, 117. https://doi.org/10.1016/j.system.2023.103112
Ashkani, P., Shabani, M. B., Karimi, M. N., & Esfandiari, R. (2021). L2 teachers' pedagogical knowledge base: Variations across teachers with harmonious passion vs. obsessive passion. Research in Teaching, 9(3), 311-282. https://trj.uok.ac.ir/article_62144.html?lang=en
Bao, C., Zhang, L. J., & Dixon, H. R. (2021). Teacher engagement in language teaching: Investigating self-efficacy for teaching based on the project “Sino-Greece online Chinese language classrooms”. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.710736
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Banegas, D. L. (2022). Teacher educators’ funds of knowledge for the preparation of future teachers. RELC Journal, 53(3), 686-702. https://doi.org/10.1177/0033688220973083
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81‒109. https://doi.org/10.1017/S0261444803001903
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216. https://doi.org/10.1177/0033688218784371
Borg, S. (2019). Language teacher cognition: Perspectives and debates. In X. Gao (Ed.), Second handbook of English language teaching. (pp. 1149‒1170). Springer. https://doi.org/10.1007/978-3-030-02899-2_59
Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language‐teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585-601. https://doi.org/10.1111/modl.12245
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27, 115-132. https://doi.org/10.1007/s10212-011-0069-2
Cohen, J. W. (1988) Statistical power analysis for the behavioral sciences (2nd Ed.) Lawrence Erlbaum Associates.
Cramér, H. (1999) Mathematical methods of statistics. Princeton University Press.
Derakhshan, A., Greenier, V. & Fathi, J. (2023). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology, 42, 22803–22822. https://doi.org/10.1007/s12144-022-03371-w
Estaji, M., & Dezfoolian, S. (2018). EFL teacher's pedagogical knowledge base as a predictor of teacher's reflectivity: Comparing different components and perceptions. International Journal of Instruction, 11(3), 491‒510. https://doi.org/10.12973/iji.2018.11334a
Faez, F., & Karas, M. (2017). Connecting language proficiency to (self-reported) teaching ability: A review and analysis of research. RELC Journal, 48(1), 135‒151. https://doi.org/10.1177/0033688217694755
Faez, F., Karas, M., & Uchihara, T. (2021). Connecting language proficiency to teaching ability: A meta-analysis. Language Teaching Research, 25(5), 754–777. https://doi.org/10.1177/1362168819868667
Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223-247. https://doi.org/10.1177/1362168815617335
Farrell, T. S. C. (2024). Reflective practice for early career language teachers. Cambridge University Press.
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian english language teachers. Teaching English Language, 13(2), 117-143. https://doi.org/10.22132/tel.2019.95883
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: The mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13‒37. https://doi:10.30466/ijltr.2021.121043
Freeman, D. (2016). Educating second language teachers. Oxford University Press.
Freeman, D. (2020). Arguing for a knowledge-base in language teacher education, then (1998) and now (2018). Language Teaching Research, 24(1), 5–16. https://doi.org/10.1177/1362168818777534
Freeman, D. (2023). Rethinking teacher professional development: Designing and researching how teachers learn. Routledge.
Gatbonton, E. (2000). Investigating experienced ESL teachers’ pedagogical knowledge. The Canadian Modern Language Review, 56(4), 585‒616. https://doi.org/10.3138/cmlr.56.4.585
Gass, S., & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research. (2nd ed.). Routledge
Gatbonton, E. (2008). Looking beyond teachers’ classroom behaviour: Novice and experienced ESL teachers’ pedagogical knowledge. Language Teaching Research, 12(2), 161–182. https://doi.org/10.1177/1362168807086286
Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254. https://doi.org/10.1016/j.system.2005.12.002
Hoang, T., & Wyatt, M. (2021). Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language. System, 96. https://doi.org/10.1016/j.system.2020.102422
Karimi, M. N., & Asadnia, F. (2023). Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts. Language Awareness, 32(2), 235‒254. https://doi.org/10.1080/09658416.2022.2033251
Karimi, M. N., & Norouzi, M. (2017). Scaffolding teacher cognition: Changes in novice L2 teachers' pedagogical knowledge base through expert mentoring initiatives. System, 65, 38‒48. https://doi.org/10.1016/j.system.2016.12.015
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59‒76. https://doi.org/10.1016/j.edurev.2014.06.001
Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. https://doi.org/10.1016/j.learninstruc.2016.06.006
Ma, Y. (2022). The effect of teachers' self-efficacy and creativity on English as a foreign language learners' academic achievement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.872147
Marschall, G. (2023). Teacher self-efficacy sources during secondary mathematics initial teacher education. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104203
Mercer, S. & Gregerson, T. (2020). Teacher wellbeing. Oxford University Press
Moradkhani, S., & Haghi, S. (2017). Context-based sources of EFL teachers' self-efficacy: Iranian public schools versus private institutes. Teaching and Teacher Education, 67, 259‒269. https://doi.org/10.1016/j.tate.2017.06.019
Moradkhani, S., & Rahimi, M. (2020). The impact of students’ English proficiency level and teacher education on L2 teachers’ pedagogical knowledge: A mixed-methods study. TESOL Journal, 11(2), 1‒15. https://doi.org/10.1002/tesj.496
Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1‒14. https://doi.org/10.1016/j.system.2016.12.011
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795‒833. https://doi.org/10.1007/s10648-016-9378-y
Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal, 90(1), 48‒66. https://doi.org/10.1111/j.1540-4781.2006.00384.x
Palmer, D. (2011). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95(4), 577-600. https://doi.org/10.1002/sce.20434
Polatcan, M., Arslan, P., & Balci, A. (2023). The mediating effect of teacher self-efficacy regarding the relationship between transformational school leadership and teacher agency. Educational Studies, 49(5), 823-841. https://doi.org/10.1080/03055698.2021.1894549
Polin, L. G. (2023). Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools. Language Teaching Research. https://doi.org/10.1177/13621688221149533
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7-30. https://doi.org/10.1177/0033688217690059
Saeedian, S., & Ghaderi, A. (2023). Scenario-based classroom context mode: Reshaping non-native teachers’ decision-making and pedagogical reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 8, 36. https://doi.org/10.1186/s40862-023-00208-2
Saeedian, S., Ghaderi, A., & Nguyen, M. H. (2024). Language teachers’ development of decision-making and pedagogical reasoning: A sociocultural perspective on peer coaching. International Journal of Applied Linguistics.
Saeedian, S., & Shojakhanlou, M. M. (2024). Informing non-native teachers’ decision making and pedagogical reasoning through skills and systems mode. English Teaching & Learning. https://doi.org/10.1007/s42321-024-00178-9
Sato, M., & Oyanedel, J. C. (2019). “I think that is a better way to teach but…”: EFL teachers’ conflicting beliefs about grammar teaching. System, 84, 110‒122. https://doi.org/10.1016/j.system.2019.06.005
Shabani, M. B., Ashkani, P., & Karimi, M. N. (2022) L2 Teachers’ pedagogical thoughts: variations across teachers with varying levels of grit. Frontiers in Education, 7, 1‒10. https://doi.org/10.3389/feduc.2022.890834
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Tao, J., & Gao, X. (2021). Language teacher agency. Cambridge University Press.
Thomson, M. M., Gray, D., Walkowiak, T. A., & Alnizami, R. (2022). Developmental trajectories for novice elementary teachers: Teaching efficacy and mathematics knowledge. Journal of Teacher Education, 73(4), 338–351. https://doi.org/10.1177/00224871211014128
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6) 944–956. https://doi.org/10.1016/j.tate.2006.05.003
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge University Press.
Wang, X., Fang, F., & Elyas, T. (2023). ‘I have survived and become more confident’: Effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy. Cambridge Journal of Education, 53(4), 511-532. https://doi.org/10.1080/0305764X.2023.2186373
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731721
Yoon, I., & Kim, M. (2022). Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction. Teaching and Teacher Education, 109. https://doi.org/10.1016/j.tate.2021.103565
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Zhang, L. J., Fathi, J., & Mohammaddokht, F. (2023). Predicting teaching enjoyment from teachers’ perceived school climate, self-efficacy, and psychological wellbeing at work: EFL teachers. Perceptual and Motor Skills. https://doi.org/10.1177/00315125231182269
Zonoubi, R., Rasekh, A. E., & Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. System, 66, 1-12. https://doi.org/10.1016/j.system.2017.03.003

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 22 تیر 1404