Short-Term and Long-Term Impacts of Pre-Service vs. In-Service Reflective Task-Oriented Training on Novice and Experienced Teachers’ Mediating Roles

Asa, Behjat; Seifoori, Zohreh; Hadidi Tamjid, Nasrin

doi:10.22049/jalda.2019.26514.1131

Document Type : Research Article

Authors

¹ Lecturer of TEFL, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

² Associate Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

³ Assistant Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

https://doi.org/10.22049/jalda.2019.26514.1131

Abstract

Teacher training programs in EFL contexts pursue the goal of promoting teaching skills and critical dispositions in prospective and experienced teachers and their ability to reflect on and enhance their mediating roles to maximize learning outcomes. Yet, discrepancies in teachers’ roles during and after the programs are not uncommon and accentuate the need to assess outcomes. This quasi-experimental study aimedto provide research-based data on the outcomes of a 60-hour reflective task-supported (RTS) teacher training course, comprising theoretical, observational, and practicum modules, in terms of immediate and delayed changes in the mediating roles performed by 37 pre-service and 40 in-service Iranian male and female teachers. The findings obtained from the structured observation of the participants’ teaching demonstrations at the onset and the end of the study and during the first working semester were analyzed statistically through One-way repeated measures ANOVAs and indicated significant improvements in the mediating roles in both groups from the first to the second observation immediately after the training and from the immediate to the delayed observation only in the pre-service group. The findings underscore vitality of in pre-service and in-service training programs and accommodating reflective teaching and observational tasks in enhancing teaching roles.

Keywords

20.1001.1.2383591.2019.7.1.14.1

Main Subjects

Language teacher education

Article Title [Persian]

تاثیر کوتاه مدت و بلند مدت دوره‌های تربیت معلم متفکرانه و کار-محور قبل و ضمن خدمت بر نقش‌های میانجی‌گرانۀ معلمان تازه کار و با تجربه

References

Abbasi, N., & Navahi Khosrowshahi, S. (2018). The role of experience in EFL teachers’ satisfaction of the in-service teacher education programs.The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances,6(1). 77-89.

Abednia, A. (2012). Teachers professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706−717.

Ahmadi, J., & Keshavarzi, H. (2013).Outage probability scaling laws for SISO and MIMO ad-hoc networks.Transactions on Emerging Telecommunications Technologies, 24(6), 557−567.

Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience.Journal of Humanistic Psychology, 23(2), 99−117.

Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357−385.

Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching andTeacher Education, 17, 527–546.

Day, C. (1999). Developing teachers: The challenges of lifelong learning.New York: The Falmer Press.

Feez, S. (1998).Text-based syllabus design. Sydney: National Centre for Englisg Teaching and Research.

Finsterwald, M., Wagner, P., Schober, B., Luftenegger, M., & Spiel, C. (2013).Fostering lifelong learning – Evaluation of a teacher education program for professional teachers.Teaching and Teacher Education, 29, 144–155.

Gareis, C.R., & Grant, L. W. (2014).The efficacy of training cooperating teachers.Teaching and Teacher Education, 39, 77−88.

Grammatikopoulos, V., Tsigilis, N., Gregoriadis, A., &Bikos, K. (2013).Evaluating an induction training program for Greek teachers using an adjusted level modelapproach.Studies in Educational Evaluation, 39, 225−231.

Guo, Y., Piasta, S. B., Justice, L. M., &Kadaravek, J. N. (2009).Relations among preschool teachers’ self- efficacy, classroom quality, and children’s language and literacy gains.Teaching and Teacher Education, 26, 1094−1103.

Harden, R. M., & Crosby, J. R. (2000). The good teacher is more than a lecturer–the twelve roles of the teacher. Medical Teacher, 22(4), 334−347.

Harmer, J. (2007).The practice of English language teaching.London: Longman.

Ingram, J. (2013). Supporting student teachers in developing professional knowledge with videoed events.European Journal of Teacher Education, 32(8), 84−104.doi: 10.1080/02619768.2013.801074

Kim, S., Chang, M., & Kim, H. (2011). Does teacher educational training help the early math skills of English language learners in head start? Children and Youth Services Review, 33, 732−740.

LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817−869). Dordrecht: Kuwer.

Larsen-Freeman, D. (2014). It’s about time. The Modern Language Journal, 98(2), 665−666.

Larsen-Freeman, D., & Richards, J. C. (1996).Teacher learning in language teaching. Cambridge: Cambridge University Press.

Lave, J., & Wagner, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge Press.

Metzler, M. W., & Blankenship, B. T. (2008).Taking the next step: Connecting teacher education, research on teaching, and program assessment.Teaching and Teacher Education, 24, 1098−1111.

Nash, T., & Norwich, B. (2010). The initial training of teachers to teach children with special educational needs: A national survey of English post graduate certificate of education programmes. Teaching and Teacher Education, 26, 1471−1480.

Nezakat-Alhossaini, M., &Ketabi, S. (2012).Teacher training system and EFL classes in Iran.Procedia Social and Behavioural Sciences, 70, 526−536.

Palmer, J. (2007). The practice of English language teaching (4^th Ed.). London: Pearson.

Piwowar, V., Thiel, F., &Ophardt, D. (2012).Training in-service teachers’ competencies in classroom management.A quasi-experimental study with teachers of secondary schools.Teaching and Teacher Education, 30, 1− 12.

Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom (2^nd Ed.). New York: Taylor & Francis.

SafaeiAsl, E. &SafaeiAsl, N. (2014). A case study on needs assessment of English language teachers’ in-service training courses.The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2(2). 99-106.

Salmani Nodoushan, M. A. (2011). Reflective teaching in EFL classes: An overview. I-Manager’s Journal on School Educational Technology, 6(3). 57−84.

Schon, D. A. (1983).The reflective practitioner.San Francisco: Jossy-Bass.

Sewell, D. (1990). New tools for new minds.London: Harvester Wheatsheaf.

Valli, L., & Buese, D. (2007).The changing roles of teachers in an era of high stakes accountability.American Educational Research Journal, 44(3), 519−558.

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Vries, S., Jansen, E., & Grift, W. (2013). Profiling teachers’ continuing professional development and the relation with their beliefs about learning and teaching.Teaching and Teacher Education, 33, 78−89.

Yan, C. (2008). Mutual adaptation: Enhancing longer-term sustainability of cross-cultural in-service teacher training initiatives in China. System, 36, 586−606.

Zeichner, K., & McDonald, M. (2011). Practice-based teaching and community field experiences for prospective teachers. In A. Cohan & A. Honigsfeld (Eds.), Breakingthe mold of pre-service and in-service teacher education: Innovative and successfulpractices for the 21^st century (p. 421−453).Lanham, MD: Roman & Littlefield.

Short-Term and Long-Term Impacts of Pre-Service vs. In-Service Reflective Task-Oriented Training on Novice and Experienced Teachers’ Mediating Roles

References

References

Volume 7, Issue 1March 2019Pages 191-213

Volume 7, Issue 1
March 2019
Pages 191-213