حمیدرضا خلجی

حمیدرضا خلجی

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فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲ مورد از کل ۲ مورد.
۱.

Presenting a Model for Promoting the Professional Competency among EFL Teachers: A Grounded Theory Approach

تعداد بازدید : ۳۵ تعداد دانلود : ۵۸
Purpose: This paper addressed this issue by presenting a model for promoting the professional competency of EFL teachers in Iran. Methodology: In order to accomplish the purpose of the study, the grounded theory was adopted to investigate EFL expert teachers’ (key informants) articulations, experiences, and concerns about the subject and to develop a theoretical model across the participants; therefore, semi-structured interviews were conducted to 21 EFL experts (EFL faculty members, teacher trainers, supervisors and EFL teachers) who were selected by snowball sampling. Interview data, were analyzed with a grounded theory approach using constant comparison method. Findings: Major findings of the study suggested a multi-dimensional model of professional competency highly relevant to EFL teachers: cognitive/language skills competence; attitudinal/behavioral competence; and management competence. The interviewees also suggested that these competencies are under the effect of such influential factors in Iran as curriculum, individual characteristics, management and organization support, community, information technology, and media Conclusion: Furthermore, as a consequence of professional competency, it was clarified that EFL teachers' competencies affect their values, enthusiasm, communications and practice and most importantly supports their professional life long development. Policy makers and teacher training programmers can hopefully benefit from the presented competency model while making adaptations in teacher training both at pre-service and in-service levels.
۲.

A Qualitative Investigation of Students' Perceptions of Flipped learning

تعداد بازدید : ۳۸ تعداد دانلود : ۷۴
Along with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom.

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