伊朗的外语英语 (EFL) 教师在教育环境中的专业发展需求:探索反思性实践的挑战
Nasrin Shokpour1, Neda Eslampanah2, Vahid Asadi3
1Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
伊朗的EFL教师.
科学领域:
- 教育心理学教育心理学
- 语言教学教学学术教学
背景情况:
- 反思性的教学实践对于有效的英语外语 (EFL) 教学至关重要.
- 教师对反思性教学,课堂评估和基于战略的教学的态度是教学方法的关键因素.
研究的目的:
- 调查伊朗EFL教师对反思性教学的态度.
- 将这些态度与他们的课堂评估偏好和采用基于战略的教学进行比较.
- 检查大学和学院教师之间的态度差异.
主要方法:
- 对90名伊朗EFL教师进行了横截面的相关性研究.
- 数据采集使用四部分调查,包括反射性,课堂评估和战略指导的问卷.
- 数据分析涉及使用SPSS的独立样本t测试,ANOVA和Pearson相关性.
主要成果:
- 在反射教学成绩和课堂评估偏好之间发现了显著的正相关性 (r=0.473,p<0.001).
- 反映式教学态度和基于策略的教学吸收之间没有明显的相关性 (r=0.094,p=0.434).
- 在课堂评估偏好和对基于战略的教学信念之间没有发现显著的相关性 (r=0.038,p=0.752).
结论:
- 更高的教师反射性与更广泛的课堂评估应用有关.
- 需要专业发展来帮助EFL教师将评估,策略指导和学生成果联系起来.
- 进一步的研究应该探索在EFL环境中增强反射性实践.
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