Document Type : scientific-research
Authors
1 PhD Candidate, Department of English Language, Kerman Branch, Islamic Azad University, Kerman,Iran
2 Assitant professor Islamic Azad University
3 Assistant Professor, Department of English Language, Kerman Branch, Islamic Azad University,Kerman, Iran.
Abstract
Using Critical Digital Pedagogy (CDP) considering the recent technological advancements in the field of education as well as the prevalence of critical pedagogy (CP) in the World educational systems. This qualitative study aimed to uncover ELT experts’ and English literature teachers’ perceptions of a technology-laden CP-based EFL teacher preparation program for the context of Iran within a basic interpretive design. A total of thirty male and female ELT experts with a PhD in TEFL who were selected through convenience sampling from among experienced university professors who had relevant research expertise in the field. They were university professors with PhD in TEFL with different years of teaching experience. To collect the data, a semi-structured interview was used. Data analysis was done by the MAXQDA. The results showed that the perceptions of ELT experts and English literature teachers were both in line with the tenets of CP and the use of technology in education. Further, it was indicated that the perceptions of ELT experts and English literature teachers of a technology-laden CP-based EFL teacher preparation program for the context of Iran were significantly different. The findings have some implications for EFL teacher education administrators, curriculum planners and educators.
Key Words: Critical Pedagogy (CP), Critical Digital Pedagogy (CDP), EFL Teacher Education, Technology.
Keywords
Main Subjects
Article Title [Persian]
دیدگاه کارشناسان و معلمان زبان انگلیسی ایرانی نسبت به برنامه ی آماده سازی معلم زبان انگلیسی مبتنی بر آموزش انتقادی بر پایه ی فناوری
Authors [Persian]
- زهرا صباغ زاده 1
- ندا فاتحی راد 2
- لیلا انجم شعاع 3
2 استادیار دانشگاه آزاد اسلامی
Abstract [Persian]
استفاده از آموزش دیجیتال انتقادی (CDP) در حوزه تربیت معلم در ایران با توجه به پیشرفت‌های تکنولوژیکی اخیر در زمینه ی آموزش و همچنین رواج آموزش انتقادی (CP) در آموزش و پرورش جهان خالی از لطف نیست. این مطالعه کیفی با هدف کشف دیدگاه کارشناسان ELT و معلمان زبان انگلیسی از یک برنامه آماده سازی معلم زبان انگلیسی مبتنی بر CP بر پایه ی فناوری در ایران در قالب یک طراحی تفسیری انجام شد. در مجموع 30 کارشناس زن و مرد ELT با مدرک دکترای TEFL که از طریق نمونه گیری در دسترس از بین اساتید مجرب دانشگاه که دارای تخصص پژوهشی مرتبط در این زمینه بودند، انتخاب شدند. علاوه بر این، سی معلم مرد و زن زبان انگلیسی انتخاب و مصاحبه شدند. اساتید دانشگاه با مدرک دکترای TEFL با سالهای مختلف سابقه تدریس بودند. برای جمع آوری داده ها از مصاحبه نیمه ساختاریافته استفاده شد. تجزیه و تحلیل داده ها توسط MAXQDA انجام شد. نتایج نشان داد که دیدگاه کارشناسان ELT و معلمان زبان انگلیسی هر دو با اصول CP و استفاده از فناوری در آموزش همخوانی دارد. علاوه بر این، نشان داده شد که ادراک کارشناسان ELT و معلمان زبان انگلیسی از یک برنامه آماده‌سازی معلم زبان انگلیسی مبتنی بر CP مبتنی بر پایه ی فناوری در شرایط ایران به طور قابل‌توجهی متفاوت است. این یافته ها پیامدهایی برای مدیران آموزش معلمان زبان انگلیسی، برنامه ریزان برنامه درسی و مربیان دارد.
کلیدواژه ها: آموزش انتقادی (CP)، آموزش دیجیتال انتقادی (CDP)، آموزش معلمان زبان انگلیسی، فناوری.
Keywords [Persian]
- آموزش انتقادی (CP)
- آموزش دیجیتال انتقادی (CDP)
- آموزش معلمان زبان انگلیسی
- فناوری
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