Investigating the Relationship between Iranian EFL Teachers' Reflectivity and their Professional Identity [پايان نامه لاتين]
Naghmeh Bavandpour
| Record Identifier: | 16931 |
| Title: | Investigating the Relationship between Iranian EFL Teachers' Reflectivity and their Professional Identity |
| Personal Name: | Naghmeh Bavandpour |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Masoomeh Estaji |
| Advisor: | Dr. Enayat Shabani |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2017 |
| Abstract: | Many scholars have found the concepts of teachers reflection and their professional identity very attractive during the last decades. The purpose of this descriptive ex-post-facto-design study was to investigate the relationship between Iranian EFL teachers reflectivity and their professional identities. Moreover, the teachers gender and some features such as the cognitive psychological and sociological identity as well as critical, cognitive, and metacognitive reflection were taken into consideration. To do so, Schon s (1983), Farrell s (2004), and Akbari, Behzadpour, and Dadvand s (2010) models of reflection and Beijaard s (2006) model of teachers professional identities served as the theoretical framework of the study. The participants of this study consisted of 206 EFL teachers, working in different English language institutes of Tehran and Karaj. They were both male (n = 42) and female (n = 164) with at least two years of teaching experience. The data for the study were collected through questionnaires of teachers professional identity (Cheung, 2008; Hao, Niu, Li, Yue, & Liu, 2014; Khodarahmi, 2012; Lim, 2011; Woo, 2013) and teachers reflectivity (Akbari, Behzadpoor, & Dadvand, 2010), course observations, and interviews. After receiving the consent and confirmation of the teachers who had answered the questionnaires, observation of their classes and a semi-structured interview were conducted. In fact, 10 teachers were selected for the observation and interview phases of the study. The results of the study, using Pearson Product moment Correlation Coefficient, revealed that there is a significant positive relationship between teachers reflectivity and their professional identity (p < 0.05) in terms of gender. The results also showed that there is a significant positive relationship between teachers gender and their sociological as well as cognitive psychological professional identity, with females having higher means. Considering the teachers gender and their reflectivity, the results of the study showed a significant positive relationship between teachers gender and their cognitive reflection, with females having higher means. The results also depicted a significant positive relationship between teachers cognitive reflection and their professional identity. The results of the study also illustrated a high level of cognitive psychological identity and critical/cognitive reflection, and a low level of sociological identity and metacognitive reflection among Iranian EFL teachers. The results of the study have implications for administrators, curriculum designers, language policy makers, materials developers, teachers, and even teacher-educators to precisely consider teachers reflectivity and professional identity in their professional decisions and policies. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
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| 218271 | 1 | ||||||||
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