Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü

Assoc. Prof. Dr. Sasan Baleghizadeh; Ph.d. Stud. Zahra Javidanmehr

doi:10.19160/e-ijer.57660

TR EN

İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü / Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy

Öz

Araştırmanın amacı yansıtmanın öğretmenlerin özyeterliğini yordama gücüne sahip olup olmadığını belirlemektir. Richards ‘a (2008) göre yansıtma deneyimlerin önemsendiği, değerlendirildiği bir eylemi ya da bir süreci ifade eder. Öğretmen özyeterliğinin ise farklı şekillerde tanımlanmasına karşın tek bir önemli odak noktası vardır ki o da öğretmenin eğitimsel faaliyetleri yürütülebilme becerisine ilişkin inancıdır. Yöntem: Araştırma 30 erkek 90 kadın olmak üzere İran Shiraz ve Tahran’da İngilizce öğretimi veren çeşitli özel kurumlarda çalışan 120 İngilizce öğretmeni ile yürütülmüştür. Öğretmenler yabancı bir dil olarak İngilizce öğretmektedirler. Öğretmen Yansıtma Ölçeği (Akbari, Behzadpour ve Dadvand, 2010) ve Öğretmen Yeterlik Inançları Ölçeği (Dellinger, Bobbett, Olivier ve Ellett, 2008) kullanılmıştır. Yansıtma ölçeği 6 alt boyutu ile birlikte bağımsız değişken olarak ele alınırken özyeterlik bağımsız değişken olarak ele alınmıştır. Araştırmada ortaya konan hipotezleri test etmek için çoklu regresyon analizi kullanılmıştır. Bu yöntemle araştırmanın iki değişkeni arasındaki ilişki ortaya konmuştur. Öğretmen özyeterliğini yordamak için yapılan çoklu regresyon analizinde öğrenenler, öğretmenler, uygulayıcılar, öğretmenlerin bilişsel gelişimleri, eleştirel faktörler, etik parametreler kullanılmıştır. Araştırmada bağımlı ve bağımsız değişkenler arasındaki ilişki yüksektir. Özyeterlik açısından öğretmen özellikleri incelendiğinde, özyeterliğe sahip öğretmenlerin yabancı bir dil olarak İngilizce öğretmesinde yansıtmanın etkisi önemlidir. Bir başka ifade ile yansıtıcı öğretmen zamanı ve işlemsel öğretimin ve öğrenme deneyiminin tüm içeriğini tasarlar ve bu da o öğretmeni etkili kılar.

Anahtar Kelimeler

Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü

Abstract

Features of EFL/ESL teachers have been investigated by educationists time and again in order to effectuate the education system in reaching its goal main goal, namely learning. Reflectivity and self-efficacy are two main characteristics of teachers which are not delved into thoroughly. Reflection, according to Richards (2008), refers to an activity or process in which an experience is recalled, taken into account, and evaluated, usually in relation to a broader purpose. Teacher self-efficacy, defined in different terms, has one fundamental kernel. It has been referred to as the individual teacher's beliefs in his/her own ability to carry out educational objectives. The present study, adjusting these two constructs, aims at observing whether reflectivity of EFL teachers and the main elements of this reflectivity are capable of predicting those teachers' sense of self-efficacy. On that account, 120 EFL teachers took part in the survey by filling out the related questionnaires. Multiple regression analysis revealed the predicting power of both reflectivity and its sub-elements on teachers' self-efficacy. Correlational results, correspondingly, indicated the relationship between every two components. It was identified that the association between the criterion and exploratory variables is moderately strong (R=.64). Furthermore, the prediction model was statistically significant and accounted for approximately 39% of the variance of teacher self-efficacy. From sub-categories of reflectivity, ethical and critical issues had the highest share in this prediction.

Keywords

References

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Assoc. Prof. Dr. Sasan Baleghizadeh

Ph.d. Stud. Zahra Javidanmehr

Publication Date

January 2, 2015

Submission Date

February 28, 2014

Acceptance Date

-

Published in Issue

Year 2014 Volume: 5 Number: 3

DOI

https://doi.org/10.19160/e-ijer.57660

IZ

https://izlik.org/JA36CM55CF

Cite

RIS / Bibtex

APA

Baleghizadeh, A. P. D. S., & Javidanmehr, P. S. Z. (2015). Exploring EFL Teachers’ Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü. E-Uluslararası Eğitim Araştırmaları Dergisi, 5(3), 19-38. https://doi.org/10.19160/e-ijer.57660

Cited By

Comparative effect of collaborative and prescriptive models of observation on Iranian novice/experienced EFL teachers’ reflective practice

Current Psychology

https://doi.org/10.1007/s12144-020-01166-5

Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü

İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü / Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy

Öz

Anahtar Kelimeler

Exploring EFL Teachers' Reflectivity and their Sense of Self-efficacy / İngilizce Öğretmenlerinde Yansıtıcılığın Özyeterliklerini Yordama Gücü

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

Comparative effect of collaborative and prescriptive models of observation on Iranian novice/experienced EFL teachers’ reflective practice

The relationship between EFL teachers’ reflective thinking and their teaching style in Iranian EFL context

Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships

EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships

Assessing the knowledge of elementary school teachers on universal design for learning in Saudi Arabia