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جستارهای زبانی، جلد ۱۲، شماره ۳، صفحات ۱۲۱-۱۴۹
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| عنوان فارسی |
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| چکیده فارسی مقاله |
Decision making and pedagogical reasoning are regarded as two of the important concepts underlying teaching skills. This study aimed to first identify the novice Iranian English as a Foreign Language (EFL) teachers’ initial decision making and pedagogical reasoning in terms of managerial mode. More importantly, it sought to inform the teachers’ decisions and reasoning through some one-to-one feedback sessions, which were interactively held between every novice teacher and an experienced teacher. The participants were one experienced (male) and five novice (four females and one male) teachers. To collect the data, a number of teaching scenarios, classroom observations, stimulated recalls, and the Self-Evaluation of Teacher Talk (SETT) framework were used. The analysis of the data using conversation analysis showed that the novice teachers benefited from their negotiated interactions with the experienced teacher and applied the points regarding all five pedagogic goals of managerial mode in the framework. After the feedback sessions, the teachers could confidently defend their decisions pedagogically when enquired for reasons. The findings showed that modifying the teachers’ decision would not be successfully ensured until they reached the “aha” of the moment or a new understanding, which is the last stage in reforming one’s pedagogical reasoning. One way to achieve this moment is through raising the teachers’ awareness of the essential metalanguage. It is thus suggested that officials in charge and institute managers provide such learning opportunities for teachers so that they take more serious steps toward their own professional development through such frameworks as SETT |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Identifying and Informing Novice Iranian English Language Teachers’ Classroom Decision Making and Pedagogical Reasoning Regarding Managerial Mode |
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| چکیده انگلیسی مقاله |
Decision making and pedagogical reasoning are regarded as two of the important concepts underlying teaching skills. This study aimed to first identify the novice Iranian English as a Foreign Language (EFL) teachers’ initial decision making and pedagogical reasoning in terms of managerial mode. More importantly, it sought to inform the teachers’ decisions and reasoning through some one-to-one feedback sessions, which were interactively held between every novice teacher and an experienced teacher. The participants were one experienced (male) and five novice (four females and one male) teachers. To collect the data, a number of teaching scenarios, classroom observations, stimulated recalls, and the Self-Evaluation of Teacher Talk (SETT) framework were used. The analysis of the data using conversation analysis showed that the novice teachers benefited from their negotiated interactions with the experienced teacher and applied the points regarding all five pedagogic goals of managerial mode in the framework. After the feedback sessions, the teachers could confidently defend their decisions pedagogically when enquired for reasons. The findings showed that modifying the teachers’ decision would not be successfully ensured until they reached the “aha” of the moment or a new understanding, which is the last stage in reforming one’s pedagogical reasoning. One way to achieve this moment is through raising the teachers’ awareness of the essential metalanguage. It is thus suggested that officials in charge and institute managers provide such learning opportunities for teachers so that they take more serious steps toward their own professional development through such frameworks as SETT |
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| کلیدواژه‌های انگلیسی مقاله |
SETT framework, decision making, pedagogical reasoning, managerial mode, novice teachers |
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| نویسندگان مقاله |
| Mohammad Khatib
Professor, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
| Abdulbaset Saeedian
PhD Candidate, Department of English Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran
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| نشانی اینترنتی |
http://lrr.modares.ac.ir/browse.php?a_code=A-10-57487-2&slc_lang=en&sid=14 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
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| نوع مقاله منتشر شده |
مقاله تحقیق |
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