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نگرش دبیران زبان انگلیسی در مدارس دولتی به صلاحیت حرفهای: بررسی نقش جنسیت و سابقۀ تدریس | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 13، شماره 1، اردیبهشت 1402، صفحه 109-128 اصل مقاله (1.04 M) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2022.342541.952 | ||
| نویسندگان | ||
| افشین رضایی* ؛ زینب عزیزی؛ اعظم ناصرپور | ||
| گروه آموزش زبان انگیسی دانشگاه آیت الله العظمی بروجردی، شهر بروجرد، ایران | ||
| چکیده | ||
| با اینکه در گذشته مطالعاتی درباره صلاحیت حرفهای معلمان انجام شده است، اما نگرش دبیران زبان انگلیسی در مدارس دولتی ایران به صلاحیت حرفه ای با توجه به نقش جنسیت و سابقۀ تدریس مورد بررسی قرار نگرفته است. بنابراین، مطالعه حاضر قصد دارد صلاحیت حرفه ای دبیران زبان انگلیسی در مدارس دولتی را از دیدگاه آنها بررسیمی‌کند. همچنین، نقش جنسیت و سابقۀ تدریس بعنوان دو عامل موثر بر صلاحیت حرفهای دبیران زبان انگلیسی در مدارس دولتی نیز مورد بررسی قرار می‌گیرد. برای این منظور، 338 دبیر راهنمایی و دبیرستان زبان انگلیسی از مدارس دولتی شهرستان‌های خرم آباد و بروجرد با استفاده از روش نمونه‌گیری سهولتی انتخاب شدند. شرکت کنندگان به پرسشنامه صلاحیت حرفهای دبیران زبان انگلیسی که توسط خدامرادی و مقصودی (2020) تهیه شده بود، پاسخ دادند. داده‌های جمع‌آوری شده از طریق محاسبه درصد برای هر کدام از آیتم‌های پرسشنامه، آزمون فرید من، آزمون تی مستقل، و آزمون واریانس یک طرفه تجزیه و تحلیل شدند. یافته‌ها نشان داد که از نظر شرکت‌کنندگان مولفه‌های دانش، مهارت و نگرش نقش مهمی در تعیین صلاحیت حرفهای آنها دارند. همچنین، نتایج نشان داد که تفاوت معناداری بین صلاحیت حرفه ای دبیران زبان انگلیسی مرد و زن وجود ندارد. بعلاوه، یافته‌ها نشان داد که دبیرانی که سابقۀ تدریس بیشتری دارند از صلاحیت حرفهای بالاتری نسبت به دبیرانی که سابقه تدریس کمتری دارند برخوردار نیستند. با توجه به نتایج بدست آمده، کارکردهای مهمی برای مدیران آموزش، اساتید تربیت معلم و دبیران زبان انگلیسی ارائه شد. | ||
| کلیدواژه‌ها | ||
| صلاحیت حرفه ای؛ دانش؛ مهارت ها؛ نگرش ها؛ دبیران زبان انگلیسی؛ جنیسیت؛ سابقه تدریس | ||
| عنوان مقاله [English] | ||
| Iranian State School English Teachers’ Perceptions of Professional Competence: Exploring the Role of Gender and Teaching Experience | ||
| نویسندگان [English] | ||
| Afsheen Rezai؛ Zeinab Azizi؛ Azam Naserpour | ||
| Department of Teaching English, Faculty of Humanities, Ayatollah Ozma Borujerdi University, Borujerd City, Iran. | ||
| چکیده [English] | ||
| As English teachers’ professional competence may be affected by different factors, it is necessary to investigate Iranian English teachers’ perceptions of professional competence with respect to the role of gender and teaching experience. Hence, the aims of the present study are two-fold. First, to explore the Iranian state school English teachers’ perceptions of professional competence and its components. Second, to investigate the role of gender and teaching experiences in the Iranian state school teachers’ professional competence. To this aim, a total of 338 state school English teachers, including both genders were selected through a random sampling method. The participants responded to the professional competence questionnaire, developed and validated by Khodadadi and Maghsoodi (2020). The collected data were analyzed using the calculation of the percentage of each item, a Freedman test, an independent sample t-test, and a one-way ANOVA. Findings evidenced that the professional competence components, including knowledge, skills, and attitudes were considered important by the participants. Additionally, the results documented that there was not a statistically significant difference between the male teachers and female teachers concerning their professional competence. Furthermore, the results disclosed that there was not a statistically significant difference among the participants of different teaching experiences. The study ends with presenting a range of implications and suggestions for further research. | ||
| کلیدواژه‌ها [English] | ||
| Professional competence, Knowledge, Skills, Attitudes, State school English teachers, Gender, Teaching experience | ||
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