Pre-service and experienced in-service teachers' perceptions of effective teachers
Başlık çevirisi mevcut değil.
- Tez No: 912117
- Danışmanlar: DR. ZİA TAJEDDİN, DR. MİNOO ALEMİ
- Tez Türü: Yüksek Lisans
- Konular: Belirtilmemiş.
- Anahtar Kelimeler: effective teachers, pre-service EFL teachers, in-service EFL teachers, teacher perception
- Yıl: 2017
- Dil: İngilizce
- Üniversite: Islamic Azad University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 156
Özet
Exploring teachers' perceptions is vital since these beliefs inform their future teaching practice in the classroom for those without any teaching experience, and professional development for those involved in the real act of teaching for some years. As there is little evidence of pre-service and in-service teachers' cognitive status in the Iranian context, this study aimed to explore Iranian pre-service and inservice EFL teachers' perceptions of the characteristics of effective teachers through a mixed-method design. Moreover, the difference in their perceptions towards effective teaching, which had not been explored was to be examined. As many as 25 pre-service EFL teachers who were taking their training course participated in this study. in addition, a total number of 25 in-service EFL teachers with a minimum five years of teaching experience served as the participants in this research. In order to collect data, a semi-structured interview was carried out. To triangulate the interview data, they also filled out a Likert-scale questionnaire developed out of a fivecomponent framework of effective teachers (Stronge, 2007) consisting of teacher as a person, classroom management, planning for instructions, implementing instructions, and monitoring learners' progress. The gathered data were analyzed using the content analysis as the qualitative approach, and a number of t-tests were run to cover the quantitative part. The analysis of both sources of data indicated that the pre-service teachers valued personal characteristics such as being patient, kind, friendly, strict, knowledgeable, and reflective to improve teaching. However, inservice teachers mostly emphasized teachers' knowledge and energy, their ability to create a warm classroom environment, being pleased to teach, being able to maintain high quality work, and possessing a positive attitude towards teaching. Furthermore, setting rules and establishing routines for each session's objectives and tasks in order vi to manage the classroom were crucial according to pre-service teachers, while inservice ones focused on lesson plans, using a variety of activities, and moving around the classroom in this case. The results also indicated that developing a wellorganized lesson plan and focusing classroom time on teaching and learning were perceived as the instructional prerequisites of effective teaching from both groups of participants' points of view. As to implementing instructions, although clarification of instructions and asking questions which suits the content and goals of the lesson were mentioned by pre-service teachers, asking CCQs and ICQs, using a variety of individual, pair, and group activities, and offering guided practice for activities were the main factors mentioned by in-service teachers. The results also revealed that for monitoring learners' progress and potential, giving tests and explaining homework were the two main terms which pre-service teachers used to describe the characteristics of effective teachers; however, in-service teachers' main focus was on monitoring. From these findings, it can be concluded that in-service teachers possess different beliefs about the characteristics of effective teachers due to the experience they have gained. The findings of this study suggest that teacher trainers should be conscious about pre-service and in-service teachers' perceptions, and the characteristics of effective teachers to enhance pre-service teachers' teaching practices and in-service teachers' professional development.
Özet (Çeviri)
Özet çevirisi mevcut değil.
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