مطالب مرتبط با کلیدواژه

professional development


۲۱.

Providing Smart Model of Professional Skills Development of Secondary Education in Tehran(مقاله علمی وزارت علوم)

نویسنده:
منبع: International Journal of Digital Content Management, Vol. ۴, No. ۶, Winter & Spring ۲۰۲۳ 311 - 333

کلیدواژه‌ها: Education professional development Secondary School Managers

حوزه‌های تخصصی:
تعداد بازدید : ۳۸۲ تعداد دانلود : ۲۵۰
The present study was aimed at providing a smart model of professional development of second high school principals in Tehran province. This study was based on  a combined strategy of successive explorations. The research method was qualitative case study and in the form of content analysis. The selection of the sample in the qualitative section was made by a targeted sampling method with a criterion-based technique. The sample size was up to 20 people emerging in order. The data collection tool consisted of two sections, semi-structural interviews in the field and a review of upstream documents and training documents in the library section, and data analysis in the qualitative section based on the content analysis using  ATLASTI software. The quality of this study was observed, from the point of view of experts , and  6 dimensions and 29 components were considered in the professional development of second high school principals. The identified dimensions are educational, research, service, ethical, cultural, and executive. This is not  only an evaluation of the candidates for the second-high school administrative candidates in the field, but also the role of a way to promote the material and the competence of these scholars. Due to the limited resources of some organizations, it is not possible to set up an office or deputy for the subject of digital transformation.
۲۲.

A Sociocultural Analysis of Novice EFL Teachers’ Professional Development Activities(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره چهاردهم مرداد و شهریور ۱۴۰۲ شماره ۳ (پیاپی ۷۵) ۱۲۱-۹۷
تعداد بازدید : ۲۱۲ تعداد دانلود : ۱۶۳
This sociocultural theory-based study investigates how professional development activities mediated novice EFL teachers in their teaching careers. Four volunteer novice teachers in their two-year probation time participated in the study. Each novice teacher wrote a narrative every month in a semester and was interviewed at the beginning and end of that semester. Data from all the narratives and interviews disclose that the institutional context with much teaching workload, mandatory research, and involvement in administration-related work provide the affordances for the novice teachers to internalize their understanding of the duties of English lecturers and drive to practice those duties. Besides, the professional development activities in teaching, researching and others are reported to lead to growth in the understanding, experience as well as confidence level of novice teachers. From the findings, implications are put forward to how to provide support to mediate the professional growth of early-career teachers.
۲۳.

Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۲, Issue ۳, Summer ۲۰۲۳ 59 - 78

کلیدواژه‌ها: Language institute managers Non-native English teacher educators professional development strategies Teacher educator recruitment

حوزه‌های تخصصی:
تعداد بازدید : ۳۶۴ تعداد دانلود : ۲۹۲
Recruiting efficient EFL teacher educators (TEs) is crucial for language institutes as it can directly affect the quality of language instruction and, consequently the success of language institutes. Nevertheless, language institute policies for employing TEs and strategies for their professional development have not been well-documented. To this end, semi-structured interviews were conducted in this qualitative study to investigate 30 language institute managers’ recruitment policies and professional development strategies for employing non-native English TEs in the Iranian EFL context. The participants’ answers to interview questions were transcribed and analyzed based on the three levels of the open, axial, and selective coding process. The results revealed that job experience, academic/educational competencies, and digital literacy are the most important features implicating the recruitment of TEs. As for professional development strategies for TEs, the main ones included holding regular meetings for TEs, asking TEs to take part in professionally relevant seminars, workshops, and webinars, and encouraging them to make peer observations of teacher education courses. These findings have implications for language TEs' recruitment and their professional development.
۲۴.

Investigating the Role of Visionary and Empowering Leadership of School Principals on Teacher's Change Tendencies by Mediating Role of Teachers’ Organizational Learning and Professional Development(مقاله علمی وزارت علوم)

نویسنده:
منبع: School Administration, Volume ۱۰, Issue ۳, Autumn ۲۰۲۲ 85 - 109

کلیدواژه‌ها: Visionary Leadership Empowering Leadership Change Tendencies Organizational learning professional development

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۱ تعداد دانلود : ۱۶۲
The purpose of the research was to investigate the role of visionary leadership and empowering leadership of school principals On Teacher's Change Tendencies by mediating role of teachers’ organizational learning and professional development. The research population was all the primary school teachers of Kurdistan province. Of those, 364 teachers were selected by proportional stratified random sampling based on the Cochran's Formula. The research method was a quantitative correlational study based on the covariance based structural equation modeling approach. To collect data, the empowering leadership questionnaire (Ahearn, Mathieu and Rapp, 2005); visionary leadership questionnaire (Kanger and Kanango, 1998); Organizational learning questionnaire (Garcia Morales et al., 2006); professional development questionnaire (Nova's, 2008) and tendency to change questionnaire (Dunham et al, 1989) were used. The reliability and validity of the questionnaires were evaluated by the Cronbach's alpha coefficients and confirmatory factor analysis. To analyze the data, structural equation modeling was used by Lisrel software. The results showed that: visionary and empowering leadership of school principals had a direct, positive and meaningful effect on teachers' organizational learning, teachers' professional development and teachers' change tendencies. They had also a positive and significant indirect effect on teachers' change tendencies through organizational learning and professional development. The variables of visionary and empowering leadership of school principals, teachers' organizational learning, and teachers' professional development were able to explain 0.13 of the variance of teachers' change tendencies.
۲۵.

Components of Teachers' Professional Development and Their Effects on Job Performance Through The Mediation of Job Values (Case Study: Babol High School Teachers)(مقاله علمی وزارت علوم)

نویسنده:
منبع: School Administration, Volume ۱۰, Issue ۴, Winter ۲۰۲۲۳ 63 - 89

کلیدواژه‌ها: professional development Job Value Job Performance Babol high school teachers

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۸ تعداد دانلود : ۱۵۸
High school teachers play an important role due to the specific age range of students. The present study was conducted to determine the effect of professional development and job values on job performance of Babol high school teachers. This study is applied in terms of objective. In this study, quantitative approach, survey strategy, descriptive method, correlation, multiple linear regression and path analysis were used. The statistical population of the research consists of 1438 Babol high school teachers who were working in the academic year of 2022-2023. Using Cochran's formula, 364 teachers were selected as a sample by simple random method. The data collection tools are three questionnaires of professional development, job values and job performance. The data was analyzed by Pearson correlation coefficient and multiple linear regression by SPSS 25 and path analysis model by AMOS 22. The results showed that professional development had a significant effect on job performance both directly and indirectly through job values as a mediating variable and can predict it. It is suggested that the education officials use scientific and practical methods to provide the conditions for the professional development of teachers in order to promote their job values and improve their job performance
۲۶.

Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching English as a Second Language, Volume ۴۳, Issue ۴, fall ۲۰۲۴ 1 - 31

کلیدواژه‌ها: Cultural Awareness Multicultural Awareness professional development Augmented Virtual Reality

حوزه‌های تخصصی:
تعداد بازدید : ۱۹۵ تعداد دانلود : ۱۴۰
Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural and multicultural awareness on Iranian EFL teachers’ professional development within augmented virtual reality (AVR)-based and conventional teacher education programs. Thus, 28 EFL teachers participated in semi-structured interviews and reflective inquiries following eight-week training courses. Data analysis was done manually via qualitative thematic analysis and by MAXQDA according to Guskey’s (2002) professional development model. Consequently, seven themes for the conventional group (maintaining a culturally responsive environment, enhanced teachers’ behavior, curriculum improvement, creative ideas, enhanced skills, efficient communication, and preparing students for effective communication) and five themes for the AVR group (experiencing authentic material and environment, accessibility features, less interactivity in the classroom, teachers’ passion and confidence improvement, and less cultural boundaries) were extracted. The study highlighted the crucial role of cultural and multicultural immersion and adaptive teaching strategies in creating culturally responsive environments. This approach equipped EFL instructors to address diverse student needs and foster inclusive learning spaces effectively. Moreover, the AVR technology deepened cultural immersion and supported modern teaching approaches, enhancing educators' ability to engage with diverse cultural classrooms. Despite the observed improvements in trainees’ passion and confidence, a need for reconsidering technological aspects in contemporary teacher education was identified. Ultimately, the findings offered pedagogical implications for EFL teacher education and teacher trainers to equip teachers with the necessary skills to address cultural and multicultural challenges in EFL teaching and stimulate their professional growth.
۲۷.

Individual and Collective Reflective Journals and EFL Teachers’ Professional Development and Identity Construction(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳ , N. ۳ , ۲۰۲۴ 91 - 112

کلیدواژه‌ها: professional development professional identity (re)construction individual reflective journals collective reflective journals EFL Teachers

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۶ تعداد دانلود : ۱۱۹
The present study investigated whether individual or collective reflective journals could lead to teachers’ professional development and professional identity (re)construction. To this end, 30 Iranian EFL teachers were selected through convenience sampling. The participants wrote pre-workshop reflective journals individually and collectively and attended a reflective consciousness-raising workshop for eight sessions. The participants were informed about the major tenets of reflection, professional development, and professional identity (re)construction in the workshop. Afterward, they wrote post-workshop reflective journals again individually and collectively. The participants sat follow-up interviews for the researchers to find out which kinds of journals better helped them develop professionally and (re)construct their professional identity. The findings showed that individual reflective journals and collective reflective journals contributed to teachers’ professional development and professional identity (re)construction respectively. The findings might imply that stakeholders involved that is EFL education policymakers, curriculum developers, and syllabus designers hold interactive workshops for pre-service and in-service teachers on reflective journal writing which might lead to both EFL teachers’ professional development and identity (re)construction. Moreover, it is recommended that the decision-makers and senior managers develop systematic checklists addressing those influential factors found in the present study to contribute to teachers’ professional development and professional identity construction.
۲۸.

TPACK, English Proficiency, and Technology Applications in Pre-service English Teacher Professional Development Teaching Practice(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره ۱۵ آذر و دی ۱۴۰۳ شماره ۵ (پیاپی ۸۳) 145 - 171

کلیدواژه‌ها: English Proficiency English Teacher professional development Technology TPACK

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۸ تعداد دانلود : ۸۹
English proficiency as the content knowledge for English as a Foreign Language (EFL) teachers determines their instructional quality. However, previous studies have not focused on the significance of this knowledge in support of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on technology adoption in teaching. Therefore, this study aims at finding out the correlation between TPACK and technology applications, and how technology applications link to teachers’ English proficiency levels. The study adopted a quantitative method, and the data were collected using two questionnaires in Likert scale, one for TPACK and another for technology application. Teachers’ English proficiency levels are determined using the content knowledge dimension of TPACK. The questionnaires were completed online by 74 English pre-service teacher graduates who had participated in a national teacher certification program involving real teaching practice. The data were analyzed using the Spearman correlation coefficient to determine the correlation between TPACK dimensions and technology adoption and ordinal logistic regression analysis to find out the effect of teachers’ English proficiency levels on technology applications. The results show that most TPACK dimensions correlate to technology applications with the level of correlations between 0.26 (weak) and 0.47 (moderate). English proficiency has been found to affect technology applications only among teachers who regularly used technology in teaching. Teachers with high English proficiency used technology in teaching 3.06 times more frequently than those whose English proficiency was low. Therefore, it is recommended that English proficiency development be inscluded in teacher professional development to ensure that teachers use technology in teaching 
۲۹.

Iranian teachers’ perceptions towards the implementation of the ranking system(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Curriculum Research, Volume ۵, Issue ۴ , ۲۰۲۴ 49 - 78

کلیدواژه‌ها: Educational Phenomenology professional development Ranking System

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۰ تعداد دانلود : ۹۱
The teacher ranking system in Iran is intended to enhance performance and motivation but encounters several challenges. This study aims to investigate Iranian teachers' experiences and perceptions of this ranking system using a qualitative, interpretative phenomenological approach. Data were gathered through semi-structured interviews with 15 teachers from various Iranian cities. Findings revealed that the ranking system impacted four main areas: psychological effects, professional development, transparency and fairness, and educational quality. It supports professional growth, transparency, and improved teaching methods, but can also cause stress, psychological pressure, and reduced focus on teaching, potentially lowering teaching quality. Strengths of the system include professional development, increased transparency, skill updates, and fostering healthy competition. Conversely, its weaknesses involve heightened stress, diminished teaching focus, and reduced quality. Recommendations for improvement include revising evaluation criteria, establishing supportive measures for teachers, involving them in the evaluation process, and increasing educational programs and workshops for professional development. These adjustments aim to mitigate the system's negative effects, boost teacher motivation and job satisfaction, and ultimately enhance the overall quality of education in schools.
۳۰.

Identifying Methods to Solve Teacher Shortages and Providing Professional Development of Teachers Needed for Education and Training(مقاله علمی وزارت علوم)

نویسنده:
منبع: School Administration, Volume ۱۲, Issue ۳, Autumn ۲۰۲۴ 113 - 136

کلیدواژه‌ها: Teacher shortage professional development recruitment

حوزه‌های تخصصی:
تعداد بازدید : ۲۷ تعداد دانلود : ۲۳
The current research aimed to investigate and identify the methods of solving the shortage of teachers and the provision and professional development of teachers. The research method used was descriptive and qualitative content analysis. The statistical population included deputy heads of departments, principals and deputy heads of schools, and researchers in this field. Fourteen people were selected as a statistical sample by snowball sampling. A semi-structured interview method was used. Based on the research findings, five key codes, nine core codes, and 54 codes were identified. In the category of policies and interventions, respectively, revision of courses, removal of non-harmful subjects and titles by 13%; in the category of human resources, reduction of the number of support and administrative forces by 15%; in the category of community interaction and cooperation, upgrading the position of the teacher in society with 37.5% and in the category of recruitment strategies, hiring elite and efficient managers at all management levels with 23% and in the category of incentives and financial support for salary reform Teachers and coordinated payment system had the highest frequency with 20%. As a result, to solve the teacher shortage problem, attention should be paid to multidimensional solutions.
۳۱.

Short-term Impact of Reflective Practices on Language Assessment Literacy Among Iranian EFL Teachers: A Mixed-Methods Study(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۵۱, Winter ۲۰۲۴ 107 - 118

کلیدواژه‌ها: Reflective practices Language assessment literacy English as a Foreign Language (EFL) professional development mixed-methods design Iranian Education Cognitive dimensions

حوزه‌های تخصصی:
تعداد بازدید : ۲۸ تعداد دانلود : ۲۸
This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context. Using a mixed-methods design involving 50 EFL teachers, the study employs adapted assessment literacy measurement tools and reflective practices assessment tools. The results, analyzed through descriptive and inferential statistics, paired t-tests, and qualitative exploration, highlight improvements in specific areas such as choosing appropriate assessment methods and using results for decision-making. Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context.
۳۲.

Unveiling Resilience: Understanding Factors Influencing the Immunity of Iranian English Teachers(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۳, Summer۲۰۲۵ 103 - 126

کلیدواژه‌ها: Teacher Immunity EFL Teaching professional development

حوزه‌های تخصصی:
تعداد بازدید : ۳۰ تعداد دانلود : ۳۴
This study explores the detailed experiences and coping mechanisms of Iranian English as a Foreign Language (EFL) teachers about teacher immunity in the Iranian educational setting. A total of thirty experienced instructors of English as a Foreign Language (EFL), with an average age of 32 and an average teaching experience of nine years, were selectively chosen to take part in comprehensive interviews conducted in the Persian language. The study utilized the grounded theory technique, where interviews were transcribed and systematically analyzed using MAXQDA. The results highlight the crucial significance of a conducive work atmosphere, opportunities for professional growth, and efficient communication in enhancing teacher resilience and immunity. Peer support, strong administrative support, and favorable school rules play a vital role in cultivating a culture of mutual assistance that is essential for teacher resilience. Professional development programs improve educators' ability to adapt and increase their job happiness. The autonomy to make decisions also strengthens their resilience. Additionally, it is crucial to prioritize a good equilibrium between work and personal life, even if it might be difficult due to the blurring lines between these two domains. Mindfulness techniques and seeking social support are crucial coping methods that effectively reduce stress and burnout among teachers. This study examines how individual traits, environmental factors, and coping techniques influence teacher immunity in the Iranian EFL teaching context. The acquired insights provide useful assistance for creating interventions that aim to improve the well-being and productivity of teachers and, ultimately, the quality of education.
۳۳.

Differentiated Instruction Strategies for Students with Learning Disabilities

نویسنده:
منبع: Psychological Research in Individuals with Exceptional Needs (PRIEN), Vol. ۱ No. ۱ (۲۰۲۳) : Serial Number ۱ 13-21

کلیدواژه‌ها: Differentiated Instruction learning disabilities Inclusive Education student engagement academic achievement professional development instructional strategies Educational Challenges support mechanisms

حوزه‌های تخصصی:
تعداد بازدید : ۲۵ تعداد دانلود : ۱۵
The objective of this study was to explore and identify effective differentiated instruction (DI) strategies for students with learning disabilities in mainstream educational settings. This qualitative research involved semi-structured interviews with 21 participants, including general education teachers, special education teachers, and educational administrators from an urban school district. Participants were selected through purposive sampling, ensuring a diverse representation of educators with extensive experience in teaching students with learning disabilities. Data collection continued until theoretical saturation was achieved. Thematic analysis was conducted to identify patterns and themes related to DI strategies, perceived effectiveness, implementation challenges, and support mechanisms. The study identified several key DI strategies, including differentiated content, process, product, and environment, along with the integration of technology. These strategies were reported to enhance student engagement, academic achievement, and social-emotional development. However, significant challenges such as time constraints, limited resources, and the need for professional development were highlighted. Support mechanisms, including professional development opportunities, collaborative practices, administrative backing, community resources, parental engagement, and technological support, were identified as crucial for successful DI implementation. Differentiated instruction is an effective approach to addressing the diverse needs of students with learning disabilities, promoting inclusivity and improving educational outcomes. Despite its benefits, the successful implementation of DI requires addressing substantial challenges through targeted support mechanisms. Future research should focus on expanding the sample size, exploring long-term impacts, and investigating the role of technology in DI. Practical recommendations include enhancing professional development, fostering collaboration, securing administrative support, engaging community resources, and increasing parental involvement.
۳۴.

Impact of Peer-Mediated Instructional Strategies within Inclusive Education Settings

نویسنده:
منبع: Psychological Research in Individuals with Exceptional Needs (PRIEN), Vol. ۱ No. ۳ (۲۰۲۳) : Serial Number ۳ 11-18

کلیدواژه‌ها: Inclusive Education peer-mediated instruction teacher perspectives implementation strategies educational benefits Challenges professional development

حوزه‌های تخصصی:
تعداد بازدید : ۲۱ تعداد دانلود : ۱۳
This study aims to explore the insights of educators on the implementation and impact of peer-mediated instructional strategies within inclusive education settings. A qualitative research design was employed, involving semi-structured interviews with 22 educators currently working in inclusive educational settings. Participants were selected through purposive sampling to ensure a diverse representation of experience with peer-mediated instructional strategies. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and subjected to thematic analysis to identify key themes and subthemes related to the implementation, benefits, and challenges of peer-mediated instructional strategies. The study identified five key implementation strategies: training and professional development, collaborative planning, resource availability, student pairing, and monitoring and feedback mechanisms. Educators reported numerous benefits, including academic improvement, social skills development, increased inclusion and acceptance, peer leadership, motivation and engagement, and behavioral improvements. However, they also highlighted significant challenges, such as time constraints, lack of resources, diverse student needs, teacher preparedness, peer dynamics, administrative support, and difficulties in evaluation and assessment. Based on these findings, the study recommends policy changes, enhanced teacher training programs, the development of collaborative networks, flexible implementation models, and increased student involvement. Peer-mediated instructional strategies show great potential for enhancing inclusive education by fostering academic and social benefits for all students. However, successful implementation requires addressing challenges related to resource availability, teacher preparedness, and administrative support. By prioritizing comprehensive training, collaborative planning, and adequate resources, educators and policymakers can improve the effectiveness of inclusive education practices.
۳۵.

Exploring Professional Development Needs for Educators in Special Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: Psychological Research in Individuals with Exceptional Needs (PRIEN), Vol. ۲ No. ۱ (۲۰۲۴) : Serial Number ۵ 4-12

کلیدواژه‌ها: special education professional development individualized instruction emotional support collaboration teaching strategies

حوزه‌های تخصصی:
تعداد بازدید : ۲۰ تعداد دانلود : ۱۷
The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.
۳۶.

Teachers’ Narratives on Implementing AI-Based Learning Tools for Students with Severe Disabilities(مقاله علمی وزارت علوم)

نویسنده:
منبع: Psychological Research in Individuals with Exceptional Needs (PRIEN), Vol. ۲ No. ۲ (۲۰۲۴) : Serial Number ۶ 20-27

کلیدواژه‌ها: AI-based learning tools special education severe disabilities teacher experiences student engagement implementation challenges professional development

حوزه‌های تخصصی:
تعداد بازدید : ۲۶ تعداد دانلود : ۱۷
This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.
۳۷.

The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK): An EFL Case Study(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۳, No. ۶, Spring ۲۰۱۰ 162 - 187

کلیدواژه‌ها: professional development Collegial Teaching pedagogical knowledge Collegial Professional Development Peer-Based Learning

حوزه‌های تخصصی:
تعداد بازدید : ۲۳ تعداد دانلود : ۱۴
Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models) in a General Business English course in SAPco (An automotive part supplier in Iran). To this end, the researcher has mainly tried to concentrate on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training) courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.
۳۸.

English Language Teachers' Views on Self-initiated Professional Development(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics, Vol.۸, No.۱۶, Spring ۲۰۱۵ 164 - 186

کلیدواژه‌ها: professional development foreign language teaching English language teachers teacher education Self-initiated Professional Development

حوزه‌های تخصصی:
تعداد بازدید : ۲۰ تعداد دانلود : ۱۳
Keeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands as one of the noticeable trends. Although teacher development is crucial for the quality of education, it appears that there are not many studies on self-development of English language teachers in Iran. There are studies mostly concentrating on the evaluation of pre- or in-service programs in English language teaching. Addressing this call, the main purpose of this study was to investigate perceptions of 48 in-service English language teachers towards their professional development. The data collection instrument used was a researcher-made questionnaire consisting of both open-ended and close-ended items. Employing descriptive statistics, the data was analyzed. The results indicated that the teachers agreed with most of the concepts that indicate the importance of professional development. Moreover, they were aware of the importance of major professional development activities for their development. Yet, peer observation and action research were not preferred as much as the other activities.