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بررسی راهبردهای پیشرفت حرفه ای مستمر: الگویی برای موفقیت مدرسان زبان انگلیسی | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
مقاله 14، دوره 8، شماره 1، فروردین 1397، صفحه 319-335 اصل مقاله (293.82 K) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2017.240636.386 | ||
نویسندگان | ||
مونا طباطبایی یزدی* 1؛ خلیل مطلب زاده2؛ حمید اشرف2؛ پوریا بقایی3 | ||
1گروه زبان انگلیسی, دانشگاه ازاد اسلامی واحد تربت حیدریه | ||
2زبان انگلیسی، دانشگاه آزاد اسلامی، تربت حیدریه، ایران | ||
3زبان انگلیسی، دانشگاه آزاد اسلامی، مشهد، ایران | ||
چکیده | ||
ارزیابی موفقیت مدرسان در امر آموزش، و استفاده از دانش و تجربه مدرسان حرفهای که توانایی تشخیص نیازهای زبانآموزان را دارند، در دهههای گذشته، به یکی از مسائل حائز اهمیت تبدیل شده است. پژوهش حاضر، به ارزیابی اهمیت و میزان تأثیر برنامههای پیشرفت حرفهای، بر موفقیت مدرّسان، براساس دیدگاه دانشآموزان میپردازد. برای این منظور، مدل ساختاری پیشنهاد شد و از نرمافزار SmartPLS و رویکرد کمینة مربعات جزئی معادلات ساختاری برای بررسی آن استفاده شد. برای دستیابی به اهداف پژوهش، 316 مدرس زبان انگلیسی و 828 دانش آموزدر این تحقیق شرکت کردند. یافتهها نشان داد که راهبردهای پیشرفت حرفهای، رابطة مؤثری با موفقیت مدرسان دارد. سازههای «همکاری» و «بهروز رسانی» بیشترین بار را نشان میدهند. سازة «تأمل» بهطور متوسط بر «همکاری» تأثیرگذار است. دو سازة «همکاری» و «تأمل» به میزان چشمگیری، تحت تأثیر«به روز رسانی» قراردارند. نتایج تأثیر معنادار سازة «تصمیمگیری» بر «موفقیت مدرسان» را بهمثابة عامل پیشبینیکنندة «موفقیت مدرسان» نشان میدهد. | ||
کلیدواژهها | ||
موفقیت مدرسان زبان انگلیسی؛ نگرش زبانآموزان؛ پیشرفت حرفهای مستمر؛ مدل معادلات ساختاری؛ ارزیابی زبان انگلیسی | ||
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