Document Type : Research Article


1 PhD Candidate of TEFL, Bushehr Branch, Islamic Azad University, Bushehr, Iran,

2 Assistant Professor of TEFL, Department of English, Bushehr Branch, Islamic Azad University, Bushehr, Iran,

3 Assistant Professor of TEFL, Department of English, Bushehr Branch, Islamic Azad University, Bushehr, Iran,


Pedagogical beliefs as an important concept in psychology are one of the most influential and decisive factors in learners’ success. Recently, teacher beliefs have attracted the attention of many researchers in English language teaching contexts; therefore, the current study investigated non-native novice English Language Teachers’ pedagogical beliefs and the extent to which their pedagogical beliefs modified in the first year of their teaching experience in comparison to pre-service teachers. The required data were collected through a belief questionnaire and a semi-structured interview. Although the results of the questionnaire demonstrated that there were statistically significant differences between pre-service and novice teachers, the findings of qualitative data illustrated that the majority of pedagogical beliefs were reformed. The findings indicated that several factors stimulated reformation in teachers’ beliefs; the overlooked importance of teachers’ role in materials development; lack of teaching practices in teacher education programs; cultural and contextual factors; and assessment procedure. Therefore, teachers need authority and power in educational contexts; teacher educators should specify a specific time to teaching practices to pre-determine the possible problems of the actual teaching practices in the classrooms; and a strong need for assessment practices in teacher education programs is required.


Main Subjects

Article Title [Persian]

بررسی اصلاحات در باورهای آموزشی معلمان: مقایسه معلمان پیش از خدمت و معلمان تازه کار

Authors [Persian]

  • پریسا اطلاع 1
  • دکتر حسین سعدآبادی مطلق 2
  • دکتر سعید یزدانی 3

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد بوشهر، بوشهر، ایران

2 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد بوشهر، بوشهر، ایران

3 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد بوشهر، بوشهر، ایران

Abstract [Persian]

باورهای آموزشی به عنوان یک مفهوم مهم در روانشناسی یکی از تأثیرگذارترین و تعیین­کننده­ ترین عوامل در موفقیت فراگیران زبان انگلیسی است. اخیراً باورهای معلمان توجه بسیاری از محققین را در زمینه آموزش زبان انگلیسی به خود جلب کرده است. بنابراین مطالعه حاضر به بررسی باورهای آموزشی معلمان مبتدی غیربومی و میزان تغییر یا اصلاح باورهای آموزشی آنها در سال اول تجربه تدریس در مقایسه با معلمان پیش از خدمت پرداخته است. داده ­های مورد نیاز از طریق پرسشنامه اعتقادی و مصاحبه نیمه­ ساختاریافته جمع ­آوری شد. اگرچه نتایج پرسشنامه نشان داد که بین معلمان پیش از خدمت و مبتدی تفاوت آماری معنی‌داری وجود دارد، یافته‌های داده‌های کیفی نشان داد که اکثریت باورهای آموزشی اصلاح شده است. یافته‌ها حاکی از آن است که عوامل متعددی موجب اصلاح باورهای معلمان می‌شود. اهمیت نادیده گرفته ­شده نقش معلمان در توسعه محتوای درسی؛ فقدان شیوه های تدریس در برنامه ­های تربیت معلم؛ عوامل فرهنگی و زمینه ­ای و روش های ارزیابی از جمله مهمترین عوامل هستند.

Keywords [Persian]

  • اصلاحات آموزشی
  • آموزش معلمان انگلیسی
  • آموزش معلمان بین‌المللی
  • باورهای معلمان
  • آمادگی برای آموزش معلمان
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