مینا بصیرت

مینا بصیرت

مطالب

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۳ مورد از کل ۳ مورد.
۱.

Online Teacher Roles and Competencies: Voices from Pre-Service EFL Teachers(مقاله علمی وزارت علوم)

کلید واژه ها: EFL Teachers Online teacher roles Pre-service Teachers Pedagogical roles Teacher competencies

حوزه های تخصصی:
تعداد بازدید : 660 تعداد دانلود : 625
Given the prevalence of COVID-19 pandemic and consequently the emergence of more online courses throughout the world, exploring teachers’ views about the shift from face-to-face to online environments seems significant. The objective of this study was thus twofold: (a) to investigate the roles EFL teachers take and (b) to determine competencies required to teach online English language courses. Mixed-methods research was conducted, and the participants were 100 MA students of TEFL at Iran University of Science and Technology (IUST). The required data were collected through administering two questionnaires, adapted by the researchers, on online teacher roles and competencies along with two open-ended questions. After carrying out descriptive statistics for the quantitative data and theme-based analysis for the qualitative ones, the results indicated that online teaching roles could be hierarchically ranked as pedagogical, professional, administrative, social, assessment, technological, and researcher. With regard to online teacher competencies, pedagogical, professional, and technological role competencies received the highest mean, while the researcher role competencies gained the lowest one. Pre-service EFL teachers held the view that having knowledge of technology and its use, knowledge of course/content, ability to sustain learners' motivation, online teaching skills, and ability to communicate were other competencies teachers require to fulfill their roles in online English language courses. The findings can provide more insights into how to redesign and map online teacher professional development courses to better prepare potential EFL teachers and boost their quality as online EFL teachers.
۲.

Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views

کلید واژه ها: teacher professional development online teacher quality online teaching skills TPACK EFL pre-service teachers

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تعداد بازدید : 855 تعداد دانلود : 972
This study aimed at examining prospective EFL teachers' views about quality of online English language teaching and Technological Pedagogical Content Knowledge (TPACK) and the related skills. To this end, the viewpoints of 100 graduate students of TEFL (M = 23, F = 77) at Iran University of Science and Technology were investigated via administering two questionnaires, namely online teacher quality and frames of knowledge and skills, along with two-open ended questions to gain more insight into online teacher quality and their knowledge frames. Internet-based survey method was employed to administer the questionnaires and collect the required data. The quantitative and qualitative data obtained were analyzed through descriptive statistics and thematic analysis, respectively. With regard to online teacher quality, the results revealed that pre-service teachers agreed that an online teacher should be an organized mediator, communicator, and problem solver as well as being highly passionate, energetic, and competent in teaching. The results also indicated that having content and pedagogical knowledge, clearly organizing and structuring content, time management skills, using appropriate resources, and providing feedback and multiple opportunities for communication were the most significant knowledge types required of an online language teacher. Considering online teaching skills, effective online communication skills, effective content delivery, technological skills, and effective evaluation and assessment were the most frequent skills suggested for online language teachers. The findings of this study could give more insights into designing knowledge-based and skills-based professional development programs for prospective teachers to enhance the quality of their online teaching.
۳.

بررسی برداشت فراگیران و تأثیر استفاده از نرم افزارEdmodo بر مهارت های نگارش دانشجویان مهندسی راه آهن(مقاله علمی وزارت علوم)

تعداد بازدید : 290 تعداد دانلود : 355
 با رشد سریع فناوری و استفاده از فناوری های اطلاعات در آموزش و یادگیری زبان، یک محیط آموزشی به نامEdmodo  به تازگی رواج پیدا کرده است. از آنجایی که در دانشگاه مهارت نگارش سخت ترین مهارت در درس زبان انگلیسی تخصصی در نظر گرفته می شود، در این مطالعه تلاش شد تا اثربخشیEdmodo به عنوان یک زمینه جدید آموزشی در مهارت نگارش آکادمیک دانشجویان مهندسی راه آهن بررسی شود. همچنین در این مطالعه برداشت دانشجویان از مزایا و چالش های نوشتن متون دانشگاهی به وسیلهEdmodo بررسی شد. شرکت کنندگان در این تحقیق 20 دانشجوی رشته مهندسی راه آهن از دانشگاه علم و صنعت ایران بودند. ابزار پژوهش شامل آزمون تعیین سطح زبان، پیش آزمون، میان آزمون، پس آزمون و سه سؤال باز پاسخ بود. تجزیه و تحلیل داده ها نشان داد کهEdmodo بر بهبود عملکرد نگارش دانشجویان مهندسی راه آهن تأثیر مثبت دارد. نتایج همچنین نشان داد که سرعت پایین بارگذاری مطالب و دسترسی بهEdmodo و آگاهی نداشتن از ارسال فایل عمده ترین معایب Edmodo هستند، در حالی که ایجاد تعامل و تبادل نظر با دیگر دانشجویان، امکان مشاهده مطالب به اشتراک گذاشته شده دیگر دانشجویان، کمک به یکدیگر در رفع مشکلات مربوط به مهارت نگارش و الگوبرداری از نظرها و سبک نوشتار دیگران مزایای گزارش شده توسط دانشجویان هستند.

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