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Short-Term and Long-Term Impacts of Pre-Service vs. In-Service Reflective Task-Oriented Training on Novice and Experienced Teachers’ Mediating Roles | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 14، دوره 7، شماره 1، خرداد 2019، صفحه 191-213 اصل مقاله (566.41 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2019.26514.1131 | ||
| نویسندگان | ||
| Behjat Asa1؛ Zohreh Seifoori* 2؛ Nasrin Hadidi Tamjid3 | ||
| 1Lecturer of TEFL, Tabriz Branch, Islamic Azad University, Tabriz, Iran. | ||
| 2Associate Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran. | ||
| 3Assistant Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran. | ||
| چکیده | ||
| Teacher training programs in EFL contexts pursue the goal of promoting teaching skills and critical dispositions in prospective and experienced teachers and their ability to reflect on and enhance their mediating roles to maximize learning outcomes. Yet, discrepancies in teachers’ roles during and after the programs are not uncommon and accentuate the need to assess outcomes. This quasi-experimental study aimedto provide research-based data on the outcomes of a 60-hour reflective task-supported (RTS) teacher training course, comprising theoretical, observational, and practicum modules, in terms of immediate and delayed changes in the mediating roles performed by 37 pre-service and 40 in-service Iranian male and female teachers. The findings obtained from the structured observation of the participants’ teaching demonstrations at the onset and the end of the study and during the first working semester were analyzed statistically through One-way repeated measures ANOVAs and indicated significant improvements in the mediating roles in both groups from the first to the second observation immediately after the training and from the immediate to the delayed observation only in the pre-service group. The findings underscore vitality of in pre-service and in-service training programs and accommodating reflective teaching and observational tasks in enhancing teaching roles. | ||
| کلیدواژهها | ||
| Experienced Teachers؛ In-Service Training؛ Novice Teachers؛ Observation؛ Pre-Service Training؛ and Reflection | ||
| مراجع | ||
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