مطالب مرتبط با کلیدواژه
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Pedagogy
منبع:
international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۴, Summer ۲۰۱۶
69 - 88
حوزه های تخصصی:
Literature review indicates that an effective and good teacher has an important role in students' performances and their success. Pivotal roles of teachers may affect students’ attitudes and motivations to language learning. Improving the field of foreign language teaching and learning without improving the qualities of EFL teachers seems impossible. This attempt, at first hand, requires recognizing and identifying the qualities of effective EFL teachers. The purpose of this study was to characterize and investigate qualities of an effective English language teacher (EELT) as perceived by Iranian English language learners. A questionnaire which was based on four categories including English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills was administered to 60 foreign language learners at Azad University of Tabriz. The collected data were statistically analyzed. The results showed that students expect a good English teacher to have the ability to develop proper relationships with students, ability to build students’ confidence, ability to maintain discipline in the classroom as the most important points. The findings of the present study have some useful implications for language teachers to know more about the perceptions and opinion of the students about themselves. They can plan and implement behaviors and activities that would encourage learners to get involved more in the English language learning process.
Elements and Dimensions of Sustainability in Iran's Higher Education System, and Comparison of Public and Non-Governmental Academic Approaches(مقاله علمی وزارت علوم)
حوزه های تخصصی:
Purpose: The main purpose of the research is to study the elements and dimensions of university sustainability and to present a comprehensive conceptual model for the realization of sustainable university in the Iranian higher education system and to compare the approach of public and non-governmental universities. Methodology: The research approach is applied in terms of purpose and in terms of data collection method is descriptive-correlational. And in terms of a mixed method, it is done in two parts: qualitative and quantitative. In the qualitative section, the components of sustainable university were identified by conducting semi-structured interviews with 17 higher education experts and policymakers selected through purposeful sampling. The process of gathering information continued until theoretical saturation. To validate qualitative findings from participant and coworker review strategies and inductive content analysis method for data analysis, the research method was quantitative descriptive - survey. The research instrument was a researcher-made questionnaire consisting of 8 subscales and its content extracted from qualitative data. The population consisted of 322 faculty members of public and non-governmental universities selected according to Cochran formula. The construct validity of the instrument was confirmed by experts and its reliability was calculated by Cronbach's alpha. Data were analyzed using SPSS and AMOS software. Findings: The results of data analysis in the coding process were finally categorized into 26 axial categories and 8 selective codes. The findings included eight main categories of pedagogy elements and dimensions in learning processes, sustainable research, functional structural requirements, social sustainability, economic sustainability, academic and academic identity and academic diplomacy in the age of globalization. The results of the quantitative section also showed the difference of sustainability indices in public and non-public universities. Conclusion: Finally, the results showed that universities need to move towards sustainability in order to maintain their stability in the current situation. Accordingly, a sustainable university is a university with a sustainable strategy and strategy, a transversal and community-based vision of implementing sustainable principles and concepts in sustainable teaching-learning functions, sustainable research, strengthening democratic society, minimizing environmental, economic impacts. It is socially and hygienically, and has functional structural requirements, academic and academic interactions, a well-defined and robust economic and financial system that has always sought to strengthen the identity of professional citizens in support of a sustainable and pioneering society.
An Extended View of Hermeneutics: Implications for Language, Discourse and Pedagogy
منبع:
فصلنامه حکمت و فلسفه ۱۳۸۴ شماره ۴
49 - 67
حوزه های تخصصی:
Philosopl:y in its broad sense constitutes the origin and foundation of almost each and every discipline ive observe in today's world. Despite the focal influence philosophical unde1pinnings have on an ensemble of ideological and epistemological issues in our life, this branch of human knowledge is not welcomed the 1vqy it deserves f?y the administrators of a number of disciplines. One such field o.f stucfy is the area of language teaching in ivhich philosophical concerns are left near/y intact. The present article is aimed at recapitulating the mqjor impact a partial acquaintance nitb philosopl!J can have on our general conceptualizations particular/y as it concerns Language and pedagogy. In so doing, a brief introduction is made, at the outset, to the tuo principal divisions of philosopl:y, i.e. ana/ytical and continental philosopl?J. The concept of bermeneutical thought is then presented as an issue relevant to the school of continentalphilosopl?J, and the vieivpoints of several celebrated progenitors and pioneers of this sub-branch of philosopl:y, i.e. hermeneutics are dimmed. An attempt is made, aftenaards, to introduce some traces of hermeneutics in linguistics and some of its main sub-branches inclttding pragmatics, critical discourse analysis andp.rychological studies. In the encl a brief account is given of some practical advantages of a .familiarity with these philosophical concepts in pedagogical terms
The Meaning of Life in Heidegger’s Philosophical Pedagogy(مقاله علمی وزارت علوم)
منبع:
پژوهش های فلسفی - کلامی سال ۲۵ پاییز ۱۴۰۲ شماره ۳ (پیاپی ۹۷)
131 - 153
حوزه های تخصصی:
In this article, we inquire into the concept of meaning in pedagogy through Heidegger’s philosophy. Since metaphysical systems reduce the Being of humans, due to the dominance of subjectivist and worldlessness views, they tend to suffer from the crisis of nihilism, which has made its way into various ontological sciences, especially pedagogy. In this article, we tackle the elements that culminated in such meaninglessness in pedagogy in terms of dualism, worldlessness, absence of existentials, and finally the posteriority of Eros and Pathos to Logos. Now, since the philosophies of Nietzsche and Heidegger extensively deal with the issue of meaning, and in particular, Heidegger in Being and Time grapples with the concept of the meaning of Being by analyzing existentials , here we decided to discuss meaning by drawing on the existentials of understanding and attunement , and from this perspective, we look for a way out of the crisis of nihilism in pedagogy. Discussion of the meaning of being-in-the-world and the prior precedence of Eros over cognition and Logos is also helpful for overcoming the crisis of nihilism in pedagogy. That is, if pathos, eros, and the existentials of understanding and attunement are taken seriously in pedagogy, then pedagogical meaninglessness might be resisted by appealing to worldlessness and subjectivism. In fact, the revolution that sparked in Heidegger’s philosophy, in which pathos was deemed prior to logos and the question of meaning was rendered possible by turning to existentials, opened the way for a pedagogy based on existentials.