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The Efficacy of Situational Role Plays, Video Analysis, and Scenario Evidence as Guided Reflective and Caring Practices for Training EFL Teacher Candidates | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 16 شهریور 1402 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2023.57734.2554 | ||
| نویسندگان | ||
| Masoomeh Estaji* ؛ Azadeh Haji-Karim | ||
| Allameh Tabataba'i University | ||
| چکیده | ||
| The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for EFL (English as a Foreign Language) teacher candidates. To this end, 45 teacher candidates at a teacher education university in Iran participated in a semi-structured interview (pre-intervention and post-intervention interview) and created process-oriented narrative journals documenting their reflective and caring practices. The findings of the study indicated that all the three groups of participants (role play group, scenario based evidence group, and video evidence group) benefitted from the course and demonstrated improvement in various ways. The emerged themes from each group (role play group: 23 categories, video group: 17 categories, and scenario-based evidence group: 16 categories) illustrated how these strategies supported teacher candidates in developing their caring and reflective practices. | ||
| کلیدواژهها | ||
| EFL teacher candidates؛ reflective teaching؛ scenario evidence؛ situational role-plays؛ teacher caring؛ video evidence | ||
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آمار تعداد مشاهده مقاله: 49 |
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