آمار
| تعداد نشریات | 43 |
| تعداد شمارهها | 1,253 |
| تعداد مقالات | 15,411 |
| تعداد مشاهده مقاله | 51,245,973 |
| تعداد دریافت فایل اصل مقاله | 14,254,216 |
Investigating the Manifestation of Teaching Expertise Feature among Novice and Experienced EFL Teachers | ||
| Journal of English Language Teaching and Learning | ||
| دوره 8، شماره 18، اسفند 2016، صفحه 167-198 اصل مقاله (782.54 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Saeed Mehrpour؛ Zahraossadat Mirsanjari* | ||
| Shiraz University | ||
| چکیده | ||
| The present study was an attempt to investigate the manifestation of teaching expertise of EFL teachers in Iranian formal educational context. More specifically, it was intended to study how teachers of English in Iranian high schools and General English instructors in a state university manifest features of teaching expertise. The study also compared the expertise features of novice teachers with those of experienced ones in both high schools and university. To achieve these goals, through a qualitative research, 10 high school teachers and 10 university instructors were purposively selected to be observed and interviewed. Each group consisted of 5 novice and 5 experienced teachers. After 2-3 sessions of observation (which functioned as the main source of data) and one session of interview with all participants, an attempt was made to extract cases or instances of expertise in their teaching practice. These instances were later categorized into 6 types of expertise: expertise in management, motivational expertise and providing guidance and feedback, instructional expertise, content knowledge expertise, expertise in making connections between subjects of study, and expertise in dealing with challenges. A table consisting of these expertise types and all those instances or cases of expertise (extracted from the observation reports and also the literature) was designed. The data for each teacher was analyzed closely again and those cases which were present in their teaching practice were checked in the table. The next step was to look carefully at the patterns of expertise in each group of teachers. The analysis of the collected data revealed that teaching expertise was manifested almost similarly in the teaching practice of the four groups of teachers. Three groups i.e. experienced high school teachers, and novice and experienced university instructors exhibited 100% success in at least one type of expertise, namely making connections between subjects of the study. This aspect of expertise in novice high school teachers proved to be just 60%. Experienced university instructors formed the only group who achieved perfect performance (100%) in two types of expertise, namely, content knowledge expertise and expertise in making connections between subjects of study. And novice high school teachers formed the only group who did not achieve perfect performance in any of the teaching expertise types. | ||
| کلیدواژهها | ||
| Teaching expertise features؛ Iranian formal educational contexts؛ novice and experienced teachers | ||
| مراجع | ||
|
Ary, D. Jacobs, L. C. & Sorensen, C. (2010). Introduction to Research in Education. Wadsworth, Cengage Learning.
Bairsto, B. (2013). What is a teacher's expertise? Available at: http://www.cea-ace.ca/blog/bruce-beairsto/2013/08/4/what-teachers-expertise.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15 (7), 5-13.
Berliner, D. C. (1987). Expert and novice interpretations of classroom data. Paper presented to the American Educational Research Association, Washington D C.
Berliner, D. C. (2004). Expert teachers: their characteristics, development and accomplishments. In R. Batllori Obiols, A. E Gomez Martinez, M. Oller i Freixa & J. Pages i. Blanch (eds.), De la teoriaa l’aula: Formacio del professorat ensenyament de las ciències socials, pp. 13-28. Barcelona, Spain: Departament de Didàctica de la Llengua de la Literatura I de les Ciències Socials, Universitat Autònoma de Barcelona.
Borg, S. (2009). Language teacher cognition. In Burns, A. & Richards, J. C. (eds.), Second language teacher education, pp. 163-172. Cambridge: Cambridge University Press.
Borko, H. & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470-501.
Bereiter, C., & Scardamalia, M. (1993). Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Chicago, IL: Open Court.
Calderhead, J. (1983). Research into teachers’ and student teachers’ cognitions: Exploring the nature of classroom practice. Paper presented at the meeting of the American Educational Research Association, Montreal, Canada.
Chiang, L. C. (2003). An ethnographic study on expert teachers' cognition. Available on http://sparc.nfu.edu.tw/~academic/k/k03/25-3/10.pdf.
Clark, M. C. & Peterson, P. L. (1986). Teachers’ thought process. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), 255-296. New York: Macmillan.
Farrell, T. S. C. (2009). The novice teacher experience. In Burns, A. & Richards, J. C. (eds.), Second language teacher education, pp. 83-189. Cambridge University Press.
Farrell, T. S. C. (2013). Reflecting on ESL teacher expertise: A case study. System, 41, 1070 – 1082.
Gagné, E. D. (1985). The cognitive psychology of school learning. Boston: Little, Brown.
Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESOL teachers. TESOL Quarterly, 26 (3), 507-535.
Johnson, K. E. (2002). Understanding communication in second language classrooms. Reprint Edition with Chinese annotations. New York: Cambridge University Press & People's Republic of China: Foreign Language Teaching and Research Press.
Khalaj, S. (2010). A comparison of novice and experienced EFL teachers' pedagogical knowledge in Iran. An MA thesis. Available at http:// ganj.irandoc.ac.ir/articles/download_sparse/509453.
Kini, T. & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Available at: https://learningpolicyinstitute.org/our-work/publications-resources/does-teaching-experience-increase-teacher-effectiveness-review-research.
McMahon, L. A. (1995). A study of how teachers employ their teaching skills during interactive decision making. University of Lowell. UMI ProQuest Digital Dissertations- Full Citation &Abstract, DAI-A 56/06.
Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications.
Milner, H. R. (2001). A qualitative investigation of teachers’ planning and efficacy for student engagement. The Ohio State University. UMI ProQuest Digital Dissertations- Full Citation & Abstract, DAI-A 63/04.
Nunan, D. & Bailey, K. M. (2008). Exploring Second Language Classroom Research: A Comprehensive Guide. Boston: Heinle.
Pilvar, A. & Leijen, A. (2015). Differences in thinking between experienced and novice teachers when solving problematic pedagogical situations. Procedia – Social and Behavioral Sciences 191, 853-858.
Pisova, M. & Janik, T. (2011). On the nature of expert teacher knowledge. Orbis Scholae, Vol. 5, 95-115.
Saphier, J. (2007). John Adams's promise: How to have good schools for all children not just for some. Research for better teaching.
Smith, D. B. (1996). Issues and options in language teaching. Oxford: Oxford University Press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Tsui, A. (2009). Teaching expertise: approaches, perspectives, and characterizations. In Burns, A. & Richards, J. C. (eds.), Second language teacher education, pp. 190-197. Cambridge: Cambridge University Press.
Turner, D. S. (1995). Identifying exemplary secondary school teachers: The influence of career cycles and school environment on the defined roles of teachers perceived as exemplary. School of education. Macquarie University.
Westerman, D.A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42 (4), 292-305.
Wolf, C. E., Jorodzka, H., Bogert, N. V. D. & Booshuizen, H. P. A. (2014). Keeping an Eye on learning: differences between expert and novice teachers' representations of classroom management events. Journal of Teacher Education. Available at: http://jte.sagepub.com/content/early/2014/09/15/ 0022487114549810. DOI: 10.1177/0022487114549810.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Zarei, A. A. & Afshari, N. (2012). Experienced and novice Iranian teachers’ perceptions as to the effect of intrinsic factors on teacher efficacy. Basic Research Journal of Education Research and Review. Vol. 1(1). 4-14. | ||
|
آمار تعداد مشاهده مقاله: 66 تعداد دریافت فایل اصل مقاله: 52 |
||