دانشگاه تبریز
فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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تعداد نشریات45
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Peydaei-Niyazi, Mitra, Khoshsima, Hooshang, Yarahmadzehi, Nahid, Safaie-Qalati, Mehdi. (1405). Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.73164.2878
Mitra Peydaei-Niyazi; Hooshang Khoshsima; Nahid Yarahmadzehi; Mehdi Safaie-Qalati. "Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/elt.2026.73164.2878
Peydaei-Niyazi, Mitra, Khoshsima, Hooshang, Yarahmadzehi, Nahid, Safaie-Qalati, Mehdi. (1405). 'Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.73164.2878
Peydaei-Niyazi, Mitra, Khoshsima, Hooshang, Yarahmadzehi, Nahid, Safaie-Qalati, Mehdi. Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/elt.2026.73164.2878

Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 03 مرداد 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.73164.2878
نویسندگان
Mitra Peydaei-Niyazi* 1؛ Hooshang Khoshsima2؛ Nahid Yarahmadzehi2؛ Mehdi Safaie-Qalati2
1TEFL Department, Humanity Faculty, Chabahar Maritime University, Chabahar, Iran
2Management and Humanities Faculty Chabahar Maritime University, Chabahar, IRAN
چکیده
The supervision process in the Iranian EFL context has mainly been conducted in a directive style, neglecting the need for collaboration and teachers' professional development. Although literature has emphasized the need for professional development of supervisors, the relationship between such an activity and providing constructive feedback for teachers still needs clarification. This convergent parallel mixed-methods case study explored patterns of co-occurrence between supervisors’ self-reported updating bands and predominant feedback styles in 36 briefing sessions with teachers across English language institutes in Tehran. Through thematic analysis of audio-recorded briefings and log files on updates of supervisors, the research has found that there is a certain association between the process of professional updating and the feedback style used by supervisors. It appears that greater engagement with professional development material correlates with a collaborative supervision style, while less engagement seems to correlate with a more directive and corrective style of feedback. The potential for change in supervisory culture through professional development is demonstrated by such associations. The study discusses context-bound observations from the English language institutes and calls for larger-scale research to validate the observed patterns.
کلیدواژه‌ها
EFL supervision؛ Feedback styles؛ Iranian language institutes؛ Mixed-methods؛ Professional updating
آمار
تعداد مشاهده مقاله: 5


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