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پایة دانش آموزشی معلمان زبان دوم: تفاوتهای آنها بر اساس اشتیاق سازگار در مقابل جبری | ||
تدریس پژوهی | ||
دوره 9، شماره 3، مهر 1400، صفحه 311-282 اصل مقاله (772.69 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
پریسا اشکانی* 1؛ محمد باقر شعبانی2؛ محمد نبی کریمی3؛ رجب اسفندیاری4 | ||
1گروه زبان انگلیسی دانشکده ادبیات و علوم انسانی دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران | ||
2گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بین المللی امام خمینی، قزوین، ایران | ||
3گروه زبانهای خارجی، دانشگاه خوارزمی، تهران، ایران | ||
4گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران | ||
چکیده | ||
بررسی پایة دانش آموزشی معلم(PKB)، از مهمترین مفاهیمی است که در پژوهشهای مرتبط با شناخت معلم مطرح شده است. یکی از مباحث مرتبط با مفهومPKB، تفاوت معلمها از لحاظ فرآیندهای اندیشگانی است که خود ریشه در تمایزات فردی معلمان دارند. از این رو، در مقالة حاضر، به بررسی پایة دانش معلم و تأثیر اشتیاق معلم بر آن را پرداخته شده است. در این تحقیق، تمرکز بر تحلیل فراوانی و بسامد اندیشهها و مقولههای شناختی معلمان به روش تحلیلی از نوع همبستگی میباشد در این راستا، از هشت معلم EFL ایرانی (چهار نفر دارای اشتیاق سازگار و چهار نفر اشتیاق جبری) به عنوان شرکتکننده پژوهش استفاده شد. از روش مصاحبة بازسازی شده، برای یافتن واحدهای اندیشگانی آموزشی بهره گرفته شد. سپس، واحدهای اندیشگانی هر دو گروه دستهبندی، کدگذاری و مقولهبندی شدند. نتایج حاکی از آن بود که تفاوتهای قابل توجهی میان دو گروه از معلمان شرکتکننده وجود دارد. نتایج نشان داد که پایة دانش آموزشی(PKB) با اشتیاق ارتباط دارد. با این که هر دو گروه در بعضی مقولههای اندیشگانی اشتراک داشتند، اما معلمهای گروه HP در مقایسه با معلمهای OP تعداد بیشتری واحدهای اندیشگانی آموزشی(PTU) تولید کردند. | ||
کلیدواژهها | ||
پایة دانش آموزشی؛ معلمان زبان دوم؛ مقولههای اندیشگانی آموزشی؛ اشتیاق سازگار؛ اشتیاق جبری | ||
مراجع | ||
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