سید آیت الله رزمجو

سید آیت الله رزمجو

مطالب

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۴۱ تا ۴۲ مورد از کل ۴۲ مورد.
۴۱.

Investigating the ELT-based Reform in Iranian Senior High Schools: An Activity Theory Analysis(مقاله علمی وزارت علوم)

کلیدواژه‌ها: CLT implementation Iranian Senior High School CLT-based curriculum Activity theory

حوزه های تخصصی:
تعداد بازدید : ۲۸ تعداد دانلود : ۱۶
The implementation of a curriculum involves numerous variables and entities, both individual and institutional, which makes it a complex and multifaceted process in education. Implementing Communicative Language Teaching (CLT) curricula has proven challenging in various global contexts. The present study, using a human activity system model, investigated CLT implementation in Iranian senior high schools. There were four groups of participants in this qualitative study, including 20 teachers, 28 students, 10 teacher directors, and 10 parents. We used semi-structured interviews and class observations. The study's findings highlight several significant obstacles to implementing CLT in the examined educational setting. Key challenges include teachers' reliance on traditional methods despite acknowledging the benefits of communicative activities, inadequate professional development, and insufficient familiarity with CLT principles. Students face issues such as demotivation, overdependence on teachers, and limited opportunities to engage with English outside the classroom. Additionally, logistical difficulties, such as overcrowded classrooms, insufficient educational materials, and non-communicative assessments, combined with a lack of cooperation among educators and restricted teacher autonomy, further hinder the effectiveness of CLT. Based on these findings, we proposed several solutions and pedagogical implications to facilitate the successful implementation of this curriculum reform. 
۴۲.

Challenges in Constructing the Professional Identity of Iranian EFL Teachers: A Narrative Inquiry(مقاله علمی وزارت علوم)

کلیدواژه‌ها: gender-specific challenges Narrative Inquiry Professional identity

حوزه های تخصصی:
تعداد بازدید : ۱۷ تعداد دانلود : ۱۳
Many aspects of EFL teaching are negatively influenced by professional identity challenges which are not effectively responded to by EFL teachers. Considering this, few studies, however, have been conducted on EFL teachers’ professional identity challenges, and especially on their gender-specific challenges, and factors which can facilitate their professional identity construction. Therefore, this study, benefitting from a narrative inquiry method and using semi-structured interviews, aimed to examine the professional identity gender-specific challenges of six institute EFL teachers. The findings of this study showed that EFL male and female teachers were different in relation to the professional challenges they faced and a number of factors had caused this. Based on the overall findings, it is recommended that EFL teacher educators become aware of the challenges faced by teachers and factors which can affect their professional identity construction. Additionally, they need to help EFL teachers reduce the destructive effects of professional identity challenges by facing them and turning them into opportunities for learning. 

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