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教师知识共享和反思作为教师专业发展的预测因素:伊朗TEFL教师的一个案例
Farshad Parhamnia1, Majid Farahian2
1Department of Knowledge and Information Science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. fparhamnia@yahoo.com.
Journal of psycholinguistic research
|June 25, 2023
概括
这项研究发现,知识共享和反思实践显著预测了伊朗英语外语教学 (TEFL) 教师的专业发展. 促进这些技能提高了教师的成功.
科学领域:
- 教育教育教育教育教育教育.
- 应用语言学 应用语言学
背景情况:
- 有限的研究探讨了专业发展,知识共享和对英语外语教学 (TEFL) 的反思性实践之间的联系.
- 了解这些关系对于提高TEFL教师的专业成功至关重要.
研究的目的:
- 研究伊朗TEFL教师反思性教学,知识共享和专业发展之间的预测关系.
- 确定反思性教学和知识共享是否有助于TEFL教育工作者的职业成功.
主要方法:
- 使用调查设计的定量方法.
- 264名伊朗TEFL教师通过可用抽样方式被招募.
- 经过验证的调查问卷测量了反思性教学,专业发展和知识共享行为.
主要成果:
- 知识共享与专业发展有显著的积极关系 (P < 0.001).
- 反思实践也显示出与专业发展有显著的积极关系 (P < 0.001).
结论:
- 鼓励TEFL教师加强他们的知识共享和反思实践,以促进专业发展.
- 这些发现强调了将反思策略和协作知识交流纳入教师培训计划的重要性.
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