본문 바로가기
KERD
논문KCI 등재

Exploring the Effect of Self-reflection through Awareness Raising on Novice and Experienced Iranian EFL Teachers’ Pedagogical Beliefs Enactment

1

조회

0

다운로드

4

인용

0

참고문헌

키워드

초록

As the second phase of a larger-scale study, the present study attempted to explore the effect of self-reflection through an awareness raising technique on novice and experienced Iranian EFL teachers’ pedagogical beliefs enactment. To this end, a personal practical theorizing process was employed both as a method to make teachers’ practical beliefs explicit and as a consciousness-raising technique to increase teachers’ awareness of their beliefs, thereby stimulating the teachers to convert their beliefs into actual classroom practice. In the first phase of the study, the pedagogical beliefs and practices of the participants were examined and discrepancies were found in novice teachers’ pedagogical beliefs and practices. Within the domain of the qualitative research, a multi-case study design was utilized, employing eight novice and experienced teachers who were selected based on purposive sampling. The data were analyzed using a constant comparative method around common themes and categories, which were identified as distinctive features of teachers’ personal practical theories; these same categories were then compared with teachers’ practices. The results showed that, except for teachers’ content knowledge, the pedagogical beliefs of novice and experienced teachers were represented differently in their practices. However, after the theorizing technique, the teachers’ practices became more in line with their pedagogical beliefs. With respect to teachers’ professional development, the novice teachers who were initially concerned with maintaining order went through self-assessment and reflection, adopted new identities as real teachers, and entered into a state of maturity.

Abstract

As the second phase of a larger-scale study, the present study attempted to explore the effect of self-reflection through an awareness raising technique on novice and experienced Iranian EFL teachers’ pedagogical beliefs enactment. To this end, a personal practical theorizing process was employed both as a method to make teachers’ practical beliefs explicit and as a consciousness-raising technique to increase teachers’ awareness of their beliefs, thereby stimulating the teachers to convert their beliefs into actual classroom practice. In the first phase of the study, the pedagogical beliefs and practices of the participants were examined and discrepancies were found in novice teachers’ pedagogical beliefs and practices. Within the domain of the qualitative research, a multi-case study design was utilized, employing eight novice and experienced teachers who were selected based on purposive sampling. The data were analyzed using a constant comparative method around common themes and categories, which were identified as distinctive features of teachers’ personal practical theories; these same categories were then compared with teachers’ practices. The results showed that, except for teachers’ content knowledge, the pedagogical beliefs of novice and experienced teachers were represented differently in their practices. However, after the theorizing technique, the teachers’ practices became more in line with their pedagogical beliefs. With respect to teachers’ professional development, the novice teachers who were initially concerned with maintaining order went through self-assessment and reflection, adopted new identities as real teachers, and entered into a state of maturity.

참고문헌 (90)

  1. Akbulut, Y., "Exploration of the beliefs of novice language teachers at the first year of their teaching endeavours", Selçuk University Journal of Social Sciences Institute, 17(1), pp.1~14 (2007)
  2. Akyel, A., "Experienced and student EFL teachers’ instructional thoughts and actions", Canadian Modern Language Review, 53, pp.678~704 (1997)
  3. Allen, J. M., "Valuing practice over theory : How beginning teachers re-orient their practice in the transition from the university to the workplace", Teaching and Teacher Education, 25(5), pp.647~654 (2009)
  4. Bell, B., "Teacher development as professional, personal, and social development", Teaching and teacher education, 10, pp.483~497 (1994)
  5. Bereiter, C., "Surpassing ourselves: An inquiry into the nature and implications of expertise" (1993), Open Court
  6. Bransford, J., "Preparing teachers for a changing world" (2005), Jossey-Bass
  7. Braun, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, 3(2), pp.77~101 (2006)
  8. Britt, D. C., "Perceptions of beginning teachers: Novice teachers reflect upon their beginning experiences", ERIC Document Reproduction Services No. ED415 218, ~ (1997)
  9. Brookfield, S. D., "Breaking the code: Engaging practitioners in critical analysis of adult Education literature", Studies in the Education of Adults, 25, pp.64~91 (1993)
  10. Carlson, R. A., "Practice and working memory effects in building procedural skill", Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, pp.517~526 (1989)[DOI]
  11. Carpenter, J. K., "An exploratory study of the role of teaching experience in motivation and academic achievement in a virtual ninth grade English I course", doctor, pp.2011
  12. Carr, W., "Becoming critical: Education, knowledge and action research" (1986), The Falmer Press
  13. Chant, R. H., "The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers", Theory and Research in Social Education, 30(4), pp.516~540 (2002)
  14. Charmaz, K., "The handbook of qualitative research", pp.509~535 (2000), Sage Publications, Inc
  15. Cheng, H. F., "The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan", Innovation in Language Learning and Teaching, 1(1), pp.153~174 (2007)
  16. Clandinin, D. J., "Classroom practice" (1986), The Falmer Press
  17. Clarke, M. A., "The dysfunctions of the theory", practice discourse, 1994, pp.28, 9~26
  18. Cornett, J. W., "Teacher thinking about curriculum and instruction: A case study of a secondary social studies teacher", Theory and Research in Social Education, 18(3), pp.248~273 (1990)
  19. Cornett, J. W., "Teacher personal practical theories and their influence upon teacher curricular and instructional actions: A case study of a secondary science teacher", Science Education, 74(5), pp.517~529 (1990)
  20. Cornett, J. W., "Reflective practice in social studies", pp.77~84 (1994), The National Council for the Social Studies
  21. Cruickshank, D. R., "Teaching is tough" (1980), Prentice-Hall
  22. Deaton, C., "Teachers’ reflections on effectively managing their classroom: A discussion of how two experienced science teachers examined their classroom management practices", Reflective Practice, 14(2), pp.240~257 (2013)
  23. Deng, X., "On the development of novice English teachers’ practical knowledge: A case study of two novices in Nanchong No. 1 Middle School in China", USChina Foreign Language, 12(3), pp.204~215 (2014)
  24. Dornyei, Z., "Research methods in applied linguistics" (2007), Oxford University Press
  25. Dörnyei, Z., "Motivational strategies in the language classroom" (2001), Cambridge University Press
  26. Dörnyei, Z., "Understanding L2 motivation: On with the challenge!", Modern Language Journal, 78, pp.515~523 (1994)
  27. Dornyei, Z., "Directed motivational currents: Using vision to create effective motivational pathways", Studies in Second Language Learning and Teaching, 3(3), pp.357~375 (2013)
  28. Dörnyei, Z., "Ten commandments for motivating language learners: Results of an empirical study", Language Teaching Research, 2, pp.203~229 (1998)
  29. Dreikus, R., "Maintaining sanity in the classroom: Classroom management techniques" (1982), Harper and Row
  30. Dreyfus, H. L., "Mind over machine" (1986), Free Press
  31. Dudley, P., "Teacher Learning in Lesson Study: what interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and freshly gathered evidence of pupils learning, to develop their practice knowledge and so enhance their pupils’ learning", Teaching and Teacher Education, 34, pp.107~121 (2013)
  32. Erkmen, B., "Novice EFL teachers’ beliefs about teaching and learning and their classroom practices", Hacettepe University Journal of Education, 29(1), pp.99~113 (2014)
  33. Farrell, T. S. C., "Learning to teach English language during the first year: Personal influences and challenges", Teaching and Teacher Education, 19(1), pp.95~111 (2003)
  34. Feryok, A., "Role of language teacher experiences and beliefs in the integration of theory and practice", doctor, pp.2004
  35. Fives, H., "Assessing teachers’ beliefs about pedagogical knowledge: Developing an instrument", Paper presented at the Annual Meeting of the Southwest Educational Research Association, pp.2~38 (2005)
  36. Freeman, D., "Teacher training, development, and decision-making: A model of teaching and related strategies for language teacher education", TESOL Quarterly, 23(1), pp.27~45 (1989)
  37. Froyen, L., "School wide and classroom management: The reflective educatorleader" (1999), Prentice-Hall
  38. Fuller, F. F., "Concerns of teachers: A developmental conceptualization", American Research Journal, 6(2), pp.207~226 (1969)
  39. Fuller, F. F., "Teacher education: 74th yearbook of the national society for the study of education II", pp.25~52 (1975), University of Chicago Press
  40. Glaser, R., "The nature of expertise", pp.15~28 (1988)
  41. Gordon, T., "Teacher effectiveness training" (1975), P.H. Wyden
  42. Guilloteaux, M. J., "Motivating language learners: A classroom oriented investigation of teachers’ motivational practice and students’ motivation", Doctor, pp.2007
  43. Handal, G., "Promoting reflective teaching: Supervision in practice", pp.9~29 (1987), Open University Education Enterprises
  44. Hashweh, M. Z., "Effects of subject-matter knowledge in the teaching of biology and physics", Paper presented at the annual meeting of the American Educational Research Association (1986)
  45. Hillier, Y., "Reflective teaching in further and adult education" (2005), Continuum
  46. Howatt, A. P. R., "A history of English language teaching" (2004), Oxford University Press
  47. Johnson, K. E., "Second language teacher education: A sociocultural perspective" (2009), Routledge
  48. Johnson, K. E., "Learning to teach: Instructional actions and decisions of preservice ESL teachers", TESOL Quarterly, 26(3), pp.507~535 (1992)
  49. Kagan, D., "Professional growth among preservice and beginning teachers", Review of Educational Research, 62(2), pp.129~169 (1992)
  50. Katz, L. G., "Developmental stages of preschool teachers", The Elementary School Journal, 73(1), pp.50~54 (1972)
  51. Keiny, S., "Teachers' minds and actions: Research on teachers' thinking and practice", pp.232~246 (1994), The Falmer Press
  52. Kleinsasser, A. M., "Teacher personal theorizing: Connecting curriculum practice, theory, and research", pp.53~66 (1992), State University of New York Press
  53. König, J., "General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan", Journal of Teacher Education, 62, pp.188~201 (2011)
  54. Kumaravadivelu, B., "TESOL methods: Changing tracks, challenging trends", TESOL Quarterly, 40(1), pp.59~81 (2006)
  55. Kumaravadivelu, B., "Understanding language teaching: From method to post method" (2006), Lawrence Erlbaum
  56. Kumaravadivelu, B., "Towards a post method pedagogy", TESOL Quarterly, 35, pp.537~560 (2001)
  57. Lewis, R., "Classroom discipline and student responsibility: The students’ view", Teaching and Teacher Education, 17, pp.307~319 (2001)
  58. Lewis, C., "Professional collaborations in mathematics teaching and learning: Seeking success for all", pp.245~258 (2012), National Council of Teachers of Mathematics
  59. Martin, S., "Finding balance: Impact of classroom management conceptions on developing teacher practice", Teaching and Teacher Education, 20(5), pp.405~422 (2004)
  60. Marzano, R., "Classroom management: Whose job is it?", Educational Leadership, 69, pp.85~86 (2011)
  61. Miles, M. B., "Qualitative data analysis: An expanded sourcebook" (1994), Sage Publications
  62. Noethen, K. G., "Teacher expertise and personal theories of learning: Master and novice science teachers’ interpretations of a constructivist teaching episode", doctor, pp.2006
  63. Pace, J., "Revisiting classroom authority: Theory and ideology meet practice", Teachers College Record, 105, pp.1559~1585 (2003)
  64. Pape, S. L., "Teacher personal theorizing: Connecting curriculum practice, theory, and research", pp.67~81 (1992), State University of New York Press
  65. Parrott, M., "Tasks for language teachers: A resource book for training and development" (1993), Cambridge University Press
  66. Putman, S. M., "Grappling with classroom management: The orientations of preservice teachers and impact of student teaching", The Teacher Educator, 44(4), pp.232~247 (2009)
  67. Richards, J. C., "Teacher’ maxims in language teaching", TESOL Quarterly, 30(2), pp.281~296 (1996)
  68. Richards, J. C., "Reflective teaching in second language classrooms" (1996), Cambridge University Press
  69. Rosenshine, B., "Research in teacher education", pp.37~72 (1971), Prentice Hall
  70. Ross. E. W., "Teacher personal theorizing: Connecting curriculum practice, theory, and research", pp.179~190 (1992), State University of New York Press
  71. Ruesch, A., "Student and teacher perceptions of motivational strategies in the foreign language classroom", Innovation in Language Learning and Teaching, 6, pp.15~27 (2012)
  72. Sanders, D., "The development of practical theories of teaching", Journal of Curriculum and Supervision, 2(1), pp.50~67 (1986)
  73. Schon, D. A., "The reflective practitioner: How professionals think in action" (1983), Temple Smith
  74. Sekulić, M., "Motivational strategies of novice and experienced EFL teachers", doctor, pp.2014
  75. Sellars, M., "Teachers and change: The role of reflective practice", Procedia - Social and Behavioral Sciences, 55, pp.461~469 (2012)
  76. Shi, L., "Teachers’ conceptions of second-language writing: Five case studies", Journal of Second Language Writing, 4, pp.87~111 (1995)
  77. Shulman, L. S., "Knowledge and teaching : Foundations of the new reform", Harvard Educational Review, 57(1), pp.1~22 (1987)
  78. Shulman, L. S., "Handbook of research on teaching", pp.3~36 (1986), Macmillan Publishing Company
  79. Shulman, L. S., "Those who understand: Knowledge growth in teaching", Educational Researcher, 15, pp.4~14 (1986)
  80. Sze, P., "Reflective teaching in second language teacher education: An overview", Educational Research Journal, 14(1), pp.131~155 (1999)
  81. Tarone, E., "Second language teacher education", pp.5~23 (2005), Lawrence Erlbaum
  82. Ur, P., "A course in language teaching" (1996), Cambridge University Press
  83. Usher, R., "Adult education as theory, practice and research: The captive triangle" (1989), Routledge
  84. van Lier, L., "Interaction in the classroom: Autonomy, awareness, and authenticity" (1996), Longman
  85. Wallace, M. J., "Training foreign language teachers: A reflective approach" (1991), Cambridge University Press
  86. Wright, T., "Classroom management in language education" (2005), Palgrave Macmillan
  87. Woods, D., "Teachers’ interpretations of second language teaching curricula", RELC Journal, 22, pp.1~19 (1991)
  88. Xu H., "International perspectives on English language teacher education", pp.181~192 (2015), Palgrave Macmillan
  89. Yazdanmehr, E., "Proposing a conceptual model for teacher expertise in ELT", Theory and Practice in Language Studies, 6(3), pp.631~641 (2016)
  90. Zuckerman, J. T., "Classroom management in secondary schools: A study of student teachers' successful strategies", American Secondary Education, 35(2), pp.4~16 (2007)

관련 논문AI추천

이 간행물의 다른 논문 (25건)