Teaching English Language

Teaching English Language

بررسی حیطه استقلال معلمان زبان انگلیسی برای عملکرد حرفه‌ای با توجه به تجربه تدریس

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دپارتمان آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تهران غرب، ایران
2 دپارتمان آموزش زبان انگلیسی، دانشگاه تربیت مدرس، تهران، ایران
10.22132/tel.2025.333308.1346
چکیده
به عنوان عاملی برجسته در تدریس، موضوع چند بعدی استقلال معلم در مطالعات پیشین با توجه به کنترل، تصمیم ­گیری، قدرت، آزادی، استقلال و اختیار معلم بررسی شده است. با این حال، تحقیقاتی اندک به خودراهبری معلمان زبان انگلیسی پرداخته است. به منظور کاهش این خلا پژوهشی، این مطالعه موردی در مورد عملکرد حرفه ای خودراهبر، ظرفیت، و آزادی در جهت استقلال دو معلم زبان انگلیسی با توجه به تجربه تدریس انجام شده است. کلاس دو معلم مرد، یکی کم تجربه و دیگری با تجربه، به مدت هشت ماه مشاهده و فیلمبرداری شد. نتایج از طریق تحلیل کیفی محتوا با استفاده از کدگذاری قیاسی و استقرایی داده‌های حاصل از مشاهده و مصاحبه‌های یادآور محرک به دست آمد. این نتایج ساختار استقلال معلم را در چهارچوبی از پنج مقوله اصلی استقلال معلم شامل استقلال محتوایی، عاطفی، ارزیابی، آموزشی و انضباطی و همچنین تعدادی از زیر مجموعه‌ها روشن می‌سازد که دارای پیامدهای آموزشی برای بهبود عملکرد حرفه­ای معلمان است. تفاوت‌ها در استقلال معلم کم تجربه و با تجربه، رهنمودهایی را برای معلمان و مدیران آموزشگاه‌ها در جهت افزایش استقلال معلم به عنوان مبنای عملکرد حرفه‌ای معلم فراهم می آورد.                                                                    
کلیدواژه‌ها

Aşılıoğlu, B. (2021). A study on humor styles of teacher candidates. International Education Studies, 14(3), 135–146. https://doi.org/10.5539/ies.v14n3p138
Azimi, H. (2013). Ethical assessment practices in English classes:  A focus on experience and gender. Teaching English Language Journal7(2), 63–95. https://doi.org/10.22132/tel.2013.54861
Bakken, A. S. (2019). Questions of autonomy in English teachers' discursive practices. Educational Research, 61(1), 105–122. http://doi.org/10.1080/00131881.2018.1561202
Bakken, A. S., & Lund, R. (2018). Why should learners of English read? Norwegian English teachers’ notions of EFL reading. Teaching and Teacher Education70, 78–87. https://doi.org/10.1016/j.tate.2017.11.002
Bier, A. (2016). An inquiry into the methodological awareness of experienced and less-experienced Italian CLIL teachers. Università Ca’ Foscari Venezia, 5(3), 395–414. http://doi.org/10.14277/2280-6792/ELLE-5-3-4
Biesta, G. (2015). Education, measurement and the professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory, 49(4), 315–330. https://doi.org/10.1080/00131857.2015.1048665
Brandt, J., Barth, M., Hale, A., & Merritt, E. (2022). Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level. Environmental Education Research28(12), 1691–1729. https://doi.org/10.1080/13504622.2022.2064973
Burkhauser, M. A., & Lesaux, N. K. (2015). Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability. Journal of Curriculum Studies, 1(22), 291–312.  https://doi.org/10.1080/00220272.2015.1088065
Christiansen, I. M., ÖSterling, L., & Skog, K. (2019). Images of the desired teacher in practicum observation protocols. Research Papers in Education, 36(4), 439–460. https://doi.org/10.1080/02671522.2019.1678064
Daniels, E. (2017). Curricular factors in middle school teachers’ motivation to become and remain effective. RMLE Online, 40(5), 1–14. https://doi.org/10.1080/19404476.2017.1300854
Darragh, J. J., & Boyd, A. S. (2018). Text selection: Perceptions of novice vs. veteran teachers. Action in Teacher Education, 41(1), 61–75. https://doi.org/10.1080/01626620.2018.1533903
‌Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching9(1), 1–28. https://doi.org/10.22054/ilt.2020.52263.496
Dikilitaş, K., & Mumford, S. (2018). Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching13(3), 253–266. http://dx.doi.org/10.1080/17501229.2018.1442471
Erss, M. (2018). ‘Complete freedom to choose within limits’ – teachers’ views of curricular autonomy, agency and control in Estonia, Finland and Germany. The Curriculum Journal, 29(2), 238–256. https://doi.org/10.1080/09585176.2018.1445514
Evers, A., Verboon, P., & Klaeijsen, A. (2017). The development and validation of a scale measuring teacher autonomous behaviour. British Educational Research Journal43(4), 805–821.                https://doi.org/10.1002/berj.3291
Freeman, D. (2001). Second language teacher education. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 72–80), Cambridge University Press.
Frostenson, M. (2015). Three forms of professional autonomy: De-professionalization of teachers in a new light. Nordic Journal of Studies in Educational Policy, 1(2), 20–29. https://doi.org/10.3402/nstep.v1.28464
Grant, A., Hann, T., Godwin, R., Shackelford, D., & Ames, T. (2020). A framework for graduated teacher autonomy: Linking teacher proficiency with autonomy. The Educational Forum, 84(2), 100–113. https://doi.org/10.1080/00131725.2020.1700324
Gülşen, E., & Atay, D. (2022). The impact of dialogic reflections on teacher autonomy. Teacher Development26(5), 609–626. https://doi.org/10.1080/13664530.2022.2121747
Haapaniemi, J., Venäläinen, S., Malin, A., & Palojoki, P. (2021). Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland. Journal of Curriculum Studies53(4), 546–562. https://doi.org/10.1080/00220272.2020.1759145
Hacker, P., & Barkhuizen, G. (2008). Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 161–83). John Benjamins.
Huang, J., Wang, Y., & Teng, F. (2019). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193–207. https://doi.org/10.1080/10476210.2019.1693535
Jackson, D. O. (2018). Teacher autonomy. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6. https://doi.org/10.1002/9781118784235.eelt0221
Kong, P. P. (2020). Understanding the teachers’ perspectives on the role of teacher autonomy in English classrooms in Chinese secondary schools. Educational Studies, 48(3), 397–407.                https://doi.org/10.1080/03055698.2020.1763784
Kuchah, K., & Smith, R. (2011). Pedagogy of autonomy for difficult circumstances: From practice to principles. Innovation in Language Learning and Teaching, 5(2), 119–140. https://doi.org/10.1080/17501229.2011.577529
Lennert da Silva, A. L. (2022). Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy8(2), 103–118. https://doi.org/10.1080/20020317.2021.1965372
 Levi, L. (2016). Approaches to curriculum: The journey from preservice training to novice teacher. Journal of Jewish Education, 82(3), 208–230. https://doi.org/10.1080/15244113.2016.1191253
Little, D. (2004). Democracy, discourse and learner autonomy in the foreign language classroom. Uthildning and Demokrati, 13(1), 105–126. https://doi.org/10.48059/uod.v13i3.784
Lundström, U. (2015). Teacher autonomy in the era of new public management. Nordic Journal of Studies in Educational Policy, 2015(2), 72–85. https://doi.org/10.3402/nstep.v1.28144
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.). Routledge.
Mukundan, J., Maley, A., & Alfehaid, A. (2020). Teachers’ sense of plausibility: A study of narratives of experienced teachers. The Journal of Asia TEFL, 17(2), 319–334. https://doi.org/10.18823/asiatefl.2020.17.2.1.319
Nguyen, P., Webel, C., Yeo, S., & Zhao, W. (2022). Elementary teachers’ agency: The role of perceived professional space and autonomy. Journal of Curriculum Studies54(5), 665–686. https://doi.org/10.1080/00220272.2022.2081821
Ortega, Y. (2024). Symbolic annihilation: Processes influencing English language policy and teaching practice. Critical Inquiry in Language Studies, 21(1), 63–85. https://doi.org/10.1080/15427587.2023.2215361
Parker, A. K., Zenkov, K., & Glaser, H. (2021). Preparing school-based teacher educators: Mentor teachers’ perceptions of mentoring and mentor training. Peabody Journal of Education, 96(1), 65–75. https://doi.org/10.1080/0161956x.2021.1877027
Paulsrud, D., & Wermke, W. (2019). Decision-making in context: Swedish and Finnish teachers’ perceptions of autonomy. Scandinavian Journal of Educational Research, 64(5), 706–727. https://doi.org/10.1080/00313831.2019.1596975
Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics: Quantitative, qualitative, and mixed-methods research. Routledge.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Saeb, F., Nejadansari, D., & Moinzadeh, A. (2021). The impact of action research on teacher professional development: Perspectives from Iranian EFL teachers. Teaching English Language Journal15(2), 265–297. https://doi.org/10.22132/tel.2021.143114
Sevimel-Sahin, A. (2020). Language assessment literacy of novice EFL teachers: Perceptions, experiences, and training. In S. Hidri (Ed.), Perspectives on language assessment literacy (1st ed., pp. 135–159). Routledge.
Sisson, J. H., Whitington, V., & Shin, A. M. (2020). “Teaching culture through culture”: A case study of culturally responsive pedagogies in an Australian early childhood/primary context. Journal of Research in Childhood Education, 34(1), 108–126. https://doi.org/10.1080/02568543.2019.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77.  https://doi.org/10.2466/14.02.pr0.114k14w0
Smith, C. S. (2003). Teacher education for teacher-learner autonomy. Symposium for Language Teacher Educators: Papers from Three IALS Symposia (CD-ROM). Edinburgh: IALS, University of Edinburgh.  Retrieved from http://www.warwick.ac.uk/~elsdr/Teacher_autonomy. pdf 
Soodmand Afshar, H., Fazelimanie, A., & Doosti, M. (2017). Developing an inventory to investigate current professional development needs of Iranian EFL teachers. Teaching English Language, 11(2), 161–194. https://doi.org/10.22132/tel.2017.53187
Thavenius, C. (1999). Teacher autonomy for learner autonomy. In S. C. D. Crabbe (Ed.), Learner autonomy in language learning: Defining the field and effecting change (pp.159–163). Peter Lang.
Vangrieken, K., & Kyndt, E. (2020). The teacher as an island? A mixed method study on the relationship between autonomy and collaboration. European Journal of Psychology of Education35(1), 177–204. https://doi.org/10.1007/s10212-019-00420-0
Vesterinen, O., Toom, A., & Patrikainen, S. (2010). The stimulated recall method and ICTs in research on the reasoning of teachers. International Journal of Research & Method in Education33(2), 183–197. https://doi.org/10.1080/1743727X.2010.484605
Wang, Y. (2017). When teacher autonomy meets management autonomy to enhance learner autonomy. Chinese Journal of Applied Linguistics, 40(4), 392–409. https://doi.org/10.1515/cjal-2017-0023
Wermke, W., & Forsberg, E. (2016). The changing nature of autonomy: Transformations of the late Swedish teaching profession. Scandinavian Journal of Educational Research, 61(2), 155–168. https://doi.org/10.1080/00313831.2015.1119727
Wermke, W., & Höstfält, G. (2013). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58–80. https://doi.org/10.1080/00220272.2013.812681
Wermke, W., Olason Rick, S., & Salokangas, M. (2018). Decision-making and control: Perceived autonomy of teachers in Germany and Sweden. Journal of Curriculum Studies51(3), 306–325. https://doi.org/10.1080/00220272.2018.1482960
Yasaei, H., Alemi, M., & Tajeddin, Z. (2021). English Language teachers’ autonomy for professional development: A narrative account of self-direction, capacity, and freedom. Teaching English as a Second Language Quarterly14(1), 175–212. https://doi.org/10.22099/tesl.2021.41181.3025
دوره 19، شماره 1
دی 1403
صفحه 227-266

  • تاریخ دریافت 18 اسفند 1400
  • تاریخ بازنگری 21 تیر 1402
  • تاریخ پذیرش 23 فروردین 1403