Teaching English Language

Teaching English Language

طراحی آموزش کلاس درس مبتنی بر فناوری اطلاعات و ارتباطات: بررسی درک معلمان پیش از خدمت زبان انگلیسی از استراتژی یادگیری پروژه محور برای توسعه صلاحیت آموزشی

نوع مقاله : مقاله پژوهشی

چکیده
این مطالعه بر بررسی ادراک و تجربه معلمان پیش از خدمت زبان انگلیسی در اجرای استراتژی یادگیری مبتنی بر پروژه برای توسعه شایستگی آموزشی و اینکه چگونه معلمان پیش از خدمت زبان انگلیسی می توانند آموزش کلاس درس مبتنی بر فناوری اطلاعات و ارتباطات را طراحی کنند، متمرکز شده است. یک رویکرد مطالعه موردی ارزیابی مورد استفاده قرار گرفت و شش معلم پیش از خدمت در سطح آموزش عالی که در حال گذراندن دوره فناوری آموزشی انگلیسی در یک دانشگاه خصوصی در اندونزی بودند، درگیر شدند. داده ها از مصاحبه های نیمه ساختاریافته، یادداشت های میدانی و یادداشت های روزانه یادگیرندگان جمع آوری شد. برای تفسیر داده ها از تحلیل موضوعی استفاده شد. یافته‌ها نشان داد که بر اساس ادراک و تجربه معلمان قبل از خدمت، استراتژی‌های یادگیری مبتنی بر پروژه در توسعه شایستگی آموزشی خود در چارچوب فناوری آموزشی انگلیسی موفق هستند، که در آن معلمان پیش از خدمت EFL می‌توانند آموزش یا طرح درس انگلیسی را ایجاد کنند. علاوه بر این، این مطالعه پیشنهاد کرد که از طریق یادگیری پروژه محور، معلمان پیش از خدمت زبان انگلیسی می توانند فناوری اطلاعات و ارتباطات (ICT) را در طراحی طراحی کلاس درس مبتنی بر فناوری اطلاعات و ارتباطات ادغام کنند. بنابراین، این مطالعه توصیه می‌کند که ترکیب ICT در PjBL در بهبود طراحی آموزش معلمان قبل از خدمت مؤثر است.
 
 
کلیدواژه‌ها

Abdullah, H., Sahudin, Z., Bahrudin, N. Z., Bujang, I., & Khalid, K. (2023). Determinants of educational technology acceptance: An integration of TAM and UTAUT. Asian Journal of University Education, 19(4), 638-650. https://doi.org/10.24191/ajue.v19i4.24626
Adegbola & Florence, F. (2019). Teachers’ pedagogical competence as determinants of students’ attitude towards basic science in South West Nigeria. Educational Research and Reviews, 14(18), 655-660. https://doi.org/10.5897/ERR2019.3761
Alam, M. J., & Ogawa, K. (2024). Future-readiness and employable ICT skills of university graduates in Bangladesh: an analysis during the post-covid era. Cogent Social Sciences, 10(1), 2359014. https://doi.org/10.1080/23311886.2024.2359014
Almulla, M.A. (2020). The Effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 7(9), 1-15. https://doi.org/10.1177/2158244020938702
Alnasib, B. N. (2023). Digital competencies: Are pre-service teachers qualified for digital education? International Journal of Education in Mathematics, Science and Technology, 11(1), 96-114. https://doi.org/10.46328/ijemst.2842
Arnesson, K., & Albinsson. (2019). Reflecting talks: a pedagogical model in learning organization. Reflective practice, 20(2), 234-249. https://doi.org/10.1080/14623943.2019.1575198
Arslan, F.Y. (2019). Reflection in pre-service teacher education: exploring the nature of four EFL pre-service teachers’ reflections. Reflective Practice, 1-14. https://doi.org/10.1080/14623943.2018.1564652
Belda-Medina, J. (2021). ICTs and project-based learning (PBL) in EFL: Pre-service teachers’ attitudes and digital skills. International Journal of Applied Linguistics & English Literature. 63-70. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.1p.63
Bransford, J.D., & Stein, B.S. (1984). The ideal problem solver. A guide for improving thinking, learning, and creativity. A series of books in psychology. W.H. Freeman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Capraro, R.M., Capraro, M.M., & Morgan, J.R. (2013). STEM project-based learning an integrated science, technology, engineering, and mathematics (STEM) approach. Springer Science & Business Media. https://doi.org/10.1007/978-94-6209-143-6
Chan, S., Maneewan, S., & Koul, R. (2021). Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy. Journal of Education for Teaching, 1-14. https://doi.org/10.1080/02607476.2021.1931060
Chan, W. L. (2016). The discrepancy between teachers’ beliefs and practices: a study of kindergarten teachers in Hongkong. Teacher Development, 20, 417-433.  https://doi.org/10.1080/13664530.2016.1161658
Chien, C.W. (2019). Influence of problem-based learning (PBL) on Taiwanese elementary school pre-service English teachers’ pedagogical content knowledge. International Journal of Primary, Elementary and Early Years Education, 3(13), 1-15. https://doi.org/10.1080/03004279.2019.1633373
Chiu, C.F. (2020). Facilitating K-12 teachers in creating apps by visual programming and project-based learning. International Journal of Emerging Technologies in Learning (iJET), 15(01), 103. https://doi.org/10.3991/Ijet.V15i01.11013
Choi, J., Lee, J.H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45-57. https://doi.org/10.1016/j.tate.2019.05.005
Coşgun, G.E. (2024). Reshaping teacher training: insights from pre-service english teachers' online micro teaching experiences. Teaching English Language, 18(1), 159-176. https://doi.org/10.22132/tel.2024.450276.1583
Dobakhti, L. (2020). The process of enhancing validity, reliability, and ethics in research. Iranian Journal of Applied Language Studies, 12(2), 59-88. 10.22111/IJALS.2020.5978
Elmahdi, O. E. H., AbdAlgane, M., & Othman, K. A. J. (2024). Promoting inclusion and motivation in efl learning: strategies for success. Teaching English Language, 18(1), 127-158. https://doi.org/10.22132/tel.2024.429625.1542
Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge. Confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Fabelico, F.L., & Afalla, B.T. (2023). Revisiting the curriculum: Insights from pedagogical competence and academic performance of preservice teachers. Cogent Education, 10(2), 1-12. https://doi.org/10/1080/15391523.2010.10782551
Faidal, N.F., Nur, R., & Suriani, S. (2020). The teachers’ pedagogic competence in teaching English through online and offline setting. English Language Education Program, 7(1), 41-53. https://doi.org/10.26858/eltww.v7i1.13294
Global Partnership for Education. (2020). 21st-Century skills: What potential role for the global partnership for Education? A landscape review. GPE
Gomez, R.L.F. (2017). Learning by teaching: Training EFL pre-service teachers through inquiry-based learning. Electronic Journal of Foreign Language Teaching, 14(1), 21-36. https://e-flt.nus.edu.sg/wp-content/uploads/2020/09/gomez.pdf
Guo, P., Saab,N., Post, L.S., & Admiraal, W. (2020). A review of project-based learning in higher education: student outcomes and measures. International journal of Education Research, 102, 1-13. https://doi.org/10.1016/j.ijer.2020.101586
Hanak, A.N. (2021). Project-based learning at the university-level: example of application to a course on French for tourism and hospitality. Electronic Journal of Foreign Language Teaching, 18(1), 74-89. https://doi.org/10.56040/abhn1815
Irmawati, D.I., Widiati, U., & Cahyono, B.Y. (2017). How do Indonesian professional English teachers develop their pedagogical competence in teaching implementation. Arab World English Journal, 8(2), 293-307. https://dx.doi.org/10.24093/awej/vol8no2.21
Jayadi, R.F., Adi,S.S., & Gozali, A. (2022). Classroom management problems faced by pre-service teachers of English education program in senior high schools. Education of English as Foreign Language Journal (EDUCAFL), 5(1), 20-27. https://doi.org/10.21776/ub.educafl.2022.005.01.03
Kavlu, A. (2017). Implementation of project-based learning (PBL) in EFL (English as a foreign language) classrooms in Felazar educational institution (Iraq). International Journal of Social Sciences & Educational Studies, 4(2), 67-79. https://doi.org/10.23918/ijsses.v4i2sip67
Kos, T.  (2024). Enhancing young learners’ collaboration through tasks–what can language pedagogy learn from research? The Electronic Journal for English as a Second Language, 28 (2), 1-20. https://doi.org/10.55593/ej.28110a2
MacLeod, M., & Veen, J.T.V.D. (2020). Scaffolding interdisciplinary project-based learning: a case study. European Journal of Engineering Education, 45(3), 363-377. https://doi.org/10.1080/03043797.2019.1646210
Magaldi, D., & Berler, M. (2020). Semi-structured interviews. In: Zeigler-Hill V.,Shackelford, T.,K (Eds). Encyclopedia of Personality and Individual Differences. Springer. https://doi.org/10.1007/978-3-319-24612-3_857
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slokavia. Interactive Learning Environments, 31 (7), 4147-4155. https://doi.org/10.1080/10494820.2021.1954036
Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in project-based learning: a survey study of PBL e-learning platforms. Educational Technology Research Development, 71, 1179-1207. https://doi.org/10.1007/s11423-023-10202-7
Meriam, S. (1998). Qualitative research and case study applications in education. San Franciso: Jossey-Bass.
Molla, A., Yayeh, M., & Bisaw, A. (2023). The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia. Cogent Education, 10(2), 1-15. https://doi.org/10.1080/2331186X.2023.2228995
Mufidah, N. (2019). The development of pre-service teachers’ teaching performance in the teaching practice program at English department of state Islamic university of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97-114. doi: http://doi.org/10.21093/di.v19i1.1469
Na, M., Jill, L. S. S., Noor, H. M., Qi, F. J., & Ying, W. (2024). A pre-service art teacher digital literacy framework for digital literacy in pre-service art teacher education in China. Asian Journal of University Education, 20(2), 235-247. https://doi.org/10.24191/ajue.v20i2.27007
Neches, B.D.L.T., Avi, M.R., Herguedas, J.L., & Medina, J.R. (2020). Project-based learning: an analysis of cooperative and evaluation as the axes of its dynamic. Humanities & Social Sciences Communications, 7(167), 1-7. https://doi.org/10.1057/s41599-020-00663-z
Park, M., & Son, J.B. (2020). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 1-16. https://doi.org/10.1080/02188791.2020.1815649
Patton, M. Q. (2003). Qualitative research & evaluation methods. Sage.
Pusztai, K.K. (2021). Evaluation of project-based learning. Acta Napocensia, 14(1), 64-75. https://dx.doi.org/10.24193/adn.14.1.5
Stake, R.E. (2006). Multiple case study analysis. The Guilford Press.
Stockless, A.,Villeneuve, S., Bisaillon, J., Fournier, F., & Venant, F. (2022). Pre-service teachers’ competence and pedagogical use of ICT: Are they ready to develop collaborative activities with students? Computer in the Schools, 39(3), 203-229. https://doi.org/10.1080/07380569.2022.2071223
Su, Y. R., Musarokah, S., & Tristiana, N. E. (2023). Bridging the challenges and opportunities of EFL teachers’ professional development through digital competencies. English Language Education Journal (ELEJ), 2(1), 44-61. https://doi.org/10.36928/elej.v2i1.1811
Tsybulsky, D & Rozanov, Y.M. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. Disciplinary and Interdisciplinary Science Education Research, 3(9), 1-12. https://doi.org/10.1186/s43031-021-00037-8
Waluyo, B. (2024). Technology-Fused English Teaching and Learning in Higher Education: From Individual Differences to Being Different Individuals. LEARN Journal: Language Education and Acquisition Research Network, 17(2), 42-47. thaijo.org/index.php/LEARN/article/view/274071
Wardoyo, C., Satrio, Y., & Ratnasari, D. (2020). An analysis of teachers’ pedagogical and professional competencies in the 2013 curriculum with the 2017-2017 revision in accounting subject. REiD (Research and Evaluation in Education), 6(2), 142-149. https://doi.org/10.21831/reid.v6i2.35207
Whelan, R. (2005). Instructional technology and theory: A look at past, present and future trends. NY.
Yin, R. (2018). Case study research: design and methods. Sage Publications
Zhang, D & Wang, W. (2023). The current status and development of pre-service language teachers’ TLLT competence in a PJBL classroom. Teacher Education & Development. 10(2), 1-19. https://doi.org/10.1080/2331186X.2023.2273174
Zohrabi, M. & Hasanpour, S. (2020). The effect of open vs. closed tasks on Improving Iranian EFL learners’ oral performance. Teaching English as a Second Language Quarterly, 38(4), 205-238. https://doi.org/10.22099/jtls.2020.37075.2814
Zolfaghari, S., Ashraf, H., Khodabakhshzadeh, H., & Zareian, G. (2022). Examining learner-centred pedagogy and assessment practices in teacher training program at universities of Iran: Investigating teachers' and students' attitudes. Teaching English Language, 16(1), 235-259. https://doi.org/10.22132/TEL.2022.151498
دوره 18، شماره 2
خرداد 1403
صفحه 347-378

  • تاریخ دریافت 08 خرداد 1403
  • تاریخ بازنگری 20 مرداد 1403
  • تاریخ پذیرش 01 مهر 1403