آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 113 |
| تعداد مقالات | 1,289 |
| تعداد مشاهده مقاله | 1,262,095 |
| تعداد دریافت فایل اصل مقاله | 1,115,254 |
The Call to Teacher Aegis: Investigating the Relationship Between Iranian EFL Teachers’ Engagement in Reflective Practices and Their Immunity | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 6، دوره 12، شماره 2 - شماره پیاپی 24، دی 2024، صفحه 115-138 اصل مقاله (812.71 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.29441.1664 | ||
| نویسندگان | ||
| Shahab Moradkhani* 1؛ Maryam Salari2 | ||
| 1Associate Professor of TESOL, Department of English Language and Linguistics, Faculty of Literature and Humanities, Razi University, Kermanshah, Iran | ||
| 2PhD Candidate in Applied Linguistics (TESOL), Razi University, Kermanshah, Iran | ||
| چکیده | ||
| It is utterly proclaimed that the effectiveness of teachers in their professional roles is deeply intertwined with psycho-emotional constructs such as reflective practice and immunity. Given the notable significance and scarcity of research on the correlation between reflective practices and immunity among English as a Foreign Language (EFL) teachers, this study investigated whether Iranian EFL teachers' reflective practice exhibited a significant association with their immunity. To accomplish this objective, the convenience sampling method was employed to select a group of 204 EFL teachers (78 males and 126 females) from private language institutions across various provinces in Iran. Data were collected through surveys and subsequent interviews conducted with the participating teachers. The correlational analysis revealed significant positive relationships between teachers' immunity and all reflection subscales, except for critical reflection. The multiple regression analysis further confirmed that metacognitive and cognitive reflection strongly predict EFL teachers' immunity. Interviews emphasized the contribution of specific subcomponents of reflective practice to teachers' immunity. These findings emphasized the significance of merging reflective approaches and bolstering immunity within teacher growth schedules. Furthermore, they provided new opportunities to implement positive psychology criteria in foreign language teacher education. | ||
| کلیدواژهها | ||
| EFL teachers؛ reflective practice؛ language teacher immunity؛ positive psychology principles | ||
| مراجع | ||
|
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207. https://doi.org/10.1016/j.system.2006.12.008
Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT journal, 62(3), 276-283. https://doi.org/10.1093/elt/ccn025
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003
Artzt, A. F., & Armour-Thomas, E. (2001). Mathematics Teaching as Problem Solving: A framework for studying teacher metacognition Underlying instructional practice in Mathematics. In Neuropsychology and cognition (pp. 127–148). https://doi.org/10.1007/978-94-017-2243-8_7
Ashraafi, N., Talebinejad, M. R., & Shahrokhi, M. (2020). The contribution of core reflection supervision through the onion model to Iranian EFL teachers' professional development. Teaching English Language, 14(2), 89-110 https://doi.org/10.22132/TEL.2020.119499.
Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective practice, 22(3), 293-305. https://doi.org/10.1080/14623943.2021.1873758
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109. https://doi.org/10.1016/j.tate.2003.09.006
Braun, J. A., & Crumpler, T. P. (2004). The social memoir: an analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20(1), 59–75. https://doi.org/10.1016/j.tate.2003.09.006
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi.org/10.1037/0022-3514.84.4.822
Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and teacher education, 59, 372-382. https://doi.org/10.1016/j.tate.2016.07.002
Canbay, M. O., & Sönmez, G. (2023). A Comparative Study on Language Teacher Immunity: Samples from Qatar and Turkey. SN Social Sciences, 3(3), Article 44. https://doi.org/10.1007/s43545-023-00629-3
Carrington, S., & Selva, G. (2010). Critical social theory and transformative learning: Evidence in pre‐service teachers’ service‐learning reflection logs. Higher Education Research & Development, 29(1), 45-57. https://doi.org/10.1080/07294360903421384
Castro, A. J., & Bauml, M. (2009). Why now? Factors associated with choosing teaching as a second career and their implications for teacher education programs. Teacher Education Quarterly, 36(3), 113-126. http://www.jstor.org/stable/23479192
Cirocki, A., & Farrell, T. S. (2017). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5-23. http://www.reflectiveinquiry.ca/wp-content/uploads/2016/06
Cirocki, A., & Farrell, T. S. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. https://doi.org/10.4324/9780203029053
Degago, A. T. (2007). A first-timer's impressions of engaging in action research: a case in Ethiopian preservice teacher education. Action in Teacher Education, 29(1), 71-80. https://doi.org/10.1080/01626620.2007.10463441
Dewaele, J., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02128
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford university press.
Farrell, T. S. (1999). Teachers Talking about Teaching: Creating Conditions for Reflection. TESL-EJ, 4(2), n2. http://www.tesl-ej.org/pdf/ej14/a1.
Farrell, T. S. (2001). Tailoring reflection to individual needs: A TESOL case study. Journal of Education for Teaching, 27(1), 23-38. https://doi.org/10.1080/02607470120042528
Farrell, T. S. (2006). Reflective practice in action: A case study of a writing teacher’s reflections on practice. TESL Canada Journal, 77-90. https://doi.org/10.18806/tesl.v23i2.56
Farrell, T. S. (2014). Promoting teacher reflection in second language education. https://doi.org/10.4324/9781315775401
Farrell, T. S. (2015). Reflective language teaching: From research to practice. Bloomsbury Publishing. https://doi.org/10.5040/9781474212328.ch-001
Farrell, T. S. (2016a). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223-247. https://doi.org/10.1177/1362168815617335
Farrell, T. S. (2016b). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19. https://doi.org/10.1016/j.system.2016.07.005
Farrell, T. S. (2018). Operationalizing reflective practice in second language teacher education. Journal of Second Language Teacher Education, 1(1), 1-20. https://doi.org/10.1558/slte.21881
Farrell, T. S. (2019). Standing on the shoulders of giants: Interpreting reflective practice in TESOL. Iranian Journal of Language Teaching Research, 7(3 (Special Issue)), 1-14 https://ijltr.urmia.ac.ir/article_120733.
Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational researcher, 32(3), 16-25. https://doi.org/10.3102/0013189x032003016
Ferraro, J. M. (2000). Reflective Practice and Professional Development. ERIC Digest. ERIC.
Freeman, R. D. (1998). Bilingual education and social change (Vol. 14). Multilingual Matters.
Gebhard, J. G. (2005). Teacher Development through Exploration: Principles, Ways, and Examples. TESL-EJ, 9(2), n2.
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539-555. https://doi.org/10.1016/s0883-0355(00)00033-1
Hiver, P. (2016). The triumph over experience: Hope and hardiness in novice L2 teachers. Positive psychology in SLA, 97, 168-192. https://doi.org/10.21832/9781783095360-008
Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690. https://doi.org/10.1111/modl.124330026-7902/17/669–690
Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423. https://doi.org/10.1093/applin/amv034
Hiver, P., Dörnyei, Z., MacIntyre, P., & Henry, A. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. Motivational dynamics in language learning, 4(3), 214-237. https://doi.org/10.21832/9781783092574-017
Jafari, S. M., & Razmjoo, S. A. (2022). Reconstruction of Iranian Medical ESP Instructors' Professional Identity: A Grounded Theory Approach. Iranian Journal of English for Academic Purposes, 11(1), 21-39. 20.1001.1.24763187.2022.11.1.3.4
Kerrigan, C. E. (2014). Reflecting on the future of academic and public libraries. Australian Academic & Research Libraries, 45(1), 70-71. https://doi.org/10.1080/00048623.2014.888975
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Routledge.
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT journal, 61(4), 321-329 https://doi.org/10.1093/elt/ccm022.
Li, S. (2021). Psychological wellbeing, mindfulness, and immunity of teachers in second or foreign language education: A theoretical review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.720340
Lynch, J. W., Smith, G. D., Kaplan, G. A., & House, J. S. (2000). Income inequality and mortality: importance to health of individual income, psychosocial environment, or material conditions. Bmj, 320(7243), 1200-1204. https://doi.org/10.1136/bmj.320.7243.1200
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262-274. https://doi.org/10.1111/modl.12544
Mann, M. (2005). The dark side of democracy: Explaining ethnic cleansing. Cambridge University Press.
Macalister, P. (2018). A teacher's perspective on what's wrong with our schools. Cato J., 38, 225. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02128
Mayes, C. (2001). A transpersonal model for teacher reflectivity. Journal of curriculum studies, 33(4), 477-493. https://doi.org/10.1080/00220270120252
Merriam, S.B. (2014). Qualitative research: A guide to design and implementation. Jossey-Bass.
Namaziandost, E., Heydarnejad, T., & Azizi, Z. (2023). The impacts of reflective teaching and emotion regulation on work engagement: Into prospect of effective teaching in higher education. Teaching English Language, 17(1), 139-170. https://doi.org/10.22132/TEL.2022.164264
Noughabi, M. A., Amirian, S. M. R., Adel, S. M. R., & Zareian, G. (2020). The association of experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy. Current Psychology, 1-10. https://doi.org/10.1007/s12144-020-01066-8
Noughabi, M. A., Ghonsooly, B., & Jahedizadeh, S. (2022). Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2022.2088766
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and teacher education, 25(1), 68-75. https://doi.org/10.1016/j.tate.2008.06.009
Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and teaching, 11(1), 95-116 https://doi.org/10.1080/1354060042000337110
Rahimpour, H., Amirian, S. M. R., Adel, S. M. R., & Zareian, G. R. (2020). A model of the factors predicting English language teacher immunity: A path analysis. Indonesian Journal of Applied Linguistics, 10(1). https://doi.org/10.17509/ijal.v10i1.24990
Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrated reflective practice. Iranian Journal of Language Teaching Research, 7(3), 91-107. https://doi.org/10.30466/ijltr.2019.120738
Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative higher education, 26, 37-57. https://doi.org/10.1023/A:1010986404527
Schon, D. A., & DeSanctis, V. (1986). The reflective practitioner: How professionals think in action. The Journal of Continuing Higher Education, 34(3), 29-30. http://doi.org/10.1080/07377366.1986.10401080
Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and teacher education, 27(1), 136-146. https://doi.org/10.1016/j.tate.2010.07.010
Shirazizadeh, M., & Moradkhani, S. (2018). Minimizing burnout through reflection: The rocky road ahead of EFL teachers. Teaching English Language, 12(1), 135-154. https://doi.org/10.22132/tel.2018.60160
Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019). Reflection, resilience and role stress among Iranian EFL teachers: a mixed methods study. Issues in Language Teaching, 8(2), 1-24. https://doi.org/10.22054/ilt.2020.48955.448
Shon, M. (1996). Formative research on an instructional theory for the design of computer-based simulations for teaching causal principles. Indiana University. https://doi.org/10.17232/kset.12.2.171
Skinner, E., & Beers, J. (2016). Mindfulness and teachers’ coping in the classroom: A developmental model of teacher stress, coping, and everyday resilience. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education: Integrating theory and research into practice (pp. 99-118). Springer. https://doi.org/10.1007/978-1-4939-3506-2_7
Smith, R., & Rebolledo, P. (2018). A handbook for exploratory action research. British Council London. https://doi.org/10.1093/elt/ccz025
Sudina, E., Vernon, T., Foster, H., Del Villano, H., Hernandez, S., Beck, D., & Plonsky, L. (2021). Development and initial validation of the L2‐Teacher Grit Scale. TESOL quarterly, 55(1), 156-184. https://doi.org/10.1002/tesq.581
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406. https://doi.org/10.1016/j.compedu.2021.104406
Tillman, L. C. (2003). Mentoring, reflection, and reciprocal journaling. Theory into practice, 42(3), 226-233. https://doi.org/10.1207/s15430421tip4203_9
Watts, M., & Lawson, M. (2009). Using a meta-analysis activity to make critical reflection explicit in teacher education. Teaching and teacher education, 25(5), 609-616. https://doi.org/10.1016/j.tate.2008.11.019
Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of teacher education, 51(1), 39-49. https://doi.org/10.1177/002248710005100105
Zhao, H. (2021). Positive emotion regulations among English as a foreign language teachers during COVID-19. Frontiers in Psychology, 12, 807541. https://doi.org/10.3389/fpsyg.2021.807541
Zhang, L. J., & Rahimi, M. (2014). EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429-439. https://doi.org/10.1016/j.system.2014.01.012 | ||
|
آمار تعداد مشاهده مقاله: 291 تعداد دریافت فایل اصل مقاله: 179 |
||