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جستارهای زبانی، جلد ۱۵، شماره ۵، صفحات ۸۵-۱۱۹
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| عنوان فارسی |
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| چکیده فارسی مقاله |
Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement. |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Tracing the Trajectory of Teacher Engagement in the Case of a CPD: Does Fake Engagement Really Exist? |
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| چکیده انگلیسی مقاله |
Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement. |
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| کلیدواژه‌های انگلیسی مقاله |
Teacher engagement,CPD courses,fake engagement,authentic engagement |
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| نویسندگان مقاله |
| Büşra Ünsal-Görkemoğlu
PhD Candidate, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey,
| Ayşe Semra Akyel
Professor, Department of English Language Education, Faculty of Education, Yeditepe University, Istanbul, Turkey
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| نشانی اینترنتی |
http://lrr.modares.ac.ir/browse.php?a_code=A-10-76986-1&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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