نوع مقاله : مقاله پژوهشی
نویسندگان
1 دکتری زبانشناسی کاربردی (TEFL)؛ 1) گروه دروس عمومی، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران 2) گروه آموزش زبان انگلیسی، واحد اهواز، اسلامی. دانشگاه آزاد، اهواز، ایران
2 دکتری زبانشناسی کاربردی، 1) گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گناباد، گناباد، ایران. 2) گروه دروس عمومی، دانشگاه علوم پزشکی گناباد، گناباد، ایران
3 دکتری آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی و زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آیت الله بروجردی، بروجرد، ایران
چکیده
سلامت روان مربیان به یک موضوع بسیار مهم برای مطالعه تبدیل شده است. با این حال، به تأثیر خودکارآمدی (S-E)، تنظیم هیجان(ER)، آموزش بازتابی (RT) و ذهنآگاهی در تدریس (MT) به عنوان میانجی ترجیحات سبک تدریس معلم (TS) توجه کافی نشده است. برای پر کردن این دانش، این مطالعه مدلی را پیشنهاد می‌کند که تعامل بین S-E، ER، RT و MT را نشان می‌دهد. پرسشنامه سبک تدریس (TSI)، مقیاس حس اثربخشی معلم (TSES)، پرسشنامه تنظیم هیجان معلم زبان(LTERI)، پرسشنامه بازتابی معلم زبان انگلیسی (LTRI) و مقیاس ذهنآگاهی در تدریس (MTS) به 492 معلم زبان انگلیسی برای جمع آوری داده های مرتبط بر اساس نتایج تحلیل عاملی تأییدی (CFA) و مدل‌سازی معادلات ساختاری(SEM)، معلمان زبان انگلیسی که به سبک‌های تدریس دانش‌آموز محور علاقه داشتند، غلظت بالایی ازS-E، ER، RT و MT را نشان دادند. در مقابل، معلمان زبان انگلیسی که از روش‌های آموزشی استفاده می‌کردند که بر معلم متمرکز بود، قادر به مدیریت مؤثرS-E، ER، RT و MT خود نبودند. برای افزایش درک همبستگی بین تعاملاتS-E، ER، RT، MT و TS، و همچنین پتانسیل برای به دست آوردن نتایج آموزشی مثبت برای زبان آموزانEFL، این مطالعه با ارائه مفاهیم و جهت گیری های آینده برای سهامداران مربوط به پایان می رسد.
کلیدواژه‌ها
موضوعات
Abdar, S., & Shafaei, A. (2022). The relationship between EFL teachers’ reflective thinking and their teaching style in Iranian EFL context. Reflective Practice, 23(5), 565-577. https://doi.org/10.1080/14623943.2022.2086534
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching refection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003
Aliakbari, M., Khany, R., & Adibpour, M. (2020). EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships. TESOL Journal, 11(1), 1-20. https://doi.org/10.1002/tesj.461
Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education. https://doi.org/10.1108/jarhe-11-2021-0441
Aslan, A., Erten, İ. H., & Dikilitaş, K. (2022). In-service EFL teachers’ engagement in reflexive practice via video enhanced observation. Reflective Practice, 23(3), 422-436. https://doi.org/10.1080/14623943.2022.2042240
Ayoobiyan, H., & Rashidi, N. (2021). Can reflective teaching promote resilience among Iranian EFL teachers? A mixed-method design. Reflective Practice, 22(3), 293-305. https://doi.org/10.1080/14623943.2021.1873758
Baer, R. A., Carmody, J., & Hunsinger, M. (2012). Weekly change in mindfulness and perceived stress in a mindfulness‐based stress reduction program. Journal of Clinical Psychology, 68(7), 755-765. https://doi.org/10.1002/jclp.21865
Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: the role of personal values and motivations for teaching. Frontiers in Psychology, 10, 16-35. https://doi.org/10.3389/fpsyg.2019.01645
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Aderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241. https://doi.org/10.1093/clipsy.bph077
Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychology Review. 34, 139-153. https://doi.org/10.1207/s15326985ep3403_1
Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211-237. https://doi.org/10.1080/10478400701598298
Buric, I., & Kim, L. (2020). Teacher self-efficacy, instructional quality, and ´ student motivational beliefs: an analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Chang, M. L., & Taxer, J. (2020). Teacher emotion regulation strategies in response to classroom misbehavior. Teachers and Teaching, 27(5), 353-369. https://doi.org/10.1080/13540602.2020.1740198
Chen, J. & Cheng, T. (2021). Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends. Eur J Psychol Educ, 37, 417–438. https://doi.org/10.1007/s10212-021-00537-1
Cooper, T. C. (2001). Foreign language style and personality. Foreign Language Annals, 34, 301-316. https://doi.org/10.1111/j.1944-9720.2001.tb02062.x
Davis, D. M., & Hayes, J. A. (2011). What are the benefits of mindfulness? A practice review of psychotherapy-related research. Psychotherapy, 48, 198-208. doi: 10.1037/a0022062
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath.
Emerson, L. M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8, 1136-1149. https://doi.org/10.1007/s12671-017-0691-4
Evans, C., Harkins, M. J., & Young, J. D. (2008). Exploring teaching styles and cognitive styles: evidence from school teachers in Canada. North American Journal of Psychology, 10(3), 567-582.
Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37. https://doi.org/10.30466/ijltr.2021.121043
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182-195. https://doi.org/10.1111/mbe.12026
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness. 7(1), 155-163. https://doi.org/10.1007/s12671-015-0461-0
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & E. A. Linnenbrink (Eds.), International handbook of emotions in education (pp. 494-519). Routledge.
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264. https://doi.org/10.1080/00461520. 2021.1985501
Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? Between- and within person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1092. https://doi.org/10.3389/fpsyg.2020.01092
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing leaning by understanding teaching and learning style. Alliance Publishers.
Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (ed.), Handbook of emotion regulation (pp. 3–24). Guilford Press.
Gross J. J. (1998a). Antecedent-and response-focused emotion regulation: divergent consequences for experience, expression, and physiology. J. Pers. Soc. Psychol. 74, 224–237. https://doi.org/10.1037/0022-3514.74.1.224
Gross, J. J. (1998b). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed.) (pp. 3-20). Guilford.
Gross, J. J., & Barrett, L. F. (2011). Emotion generation and emotion regulation: one or two depends on your point of view. Emotion Review, 3(1), 8-16. https://doi.org/10.1177/1754073910380974
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-370. https://doi.org/10.1037/0022-3514.85.2.348
Heidari, F., Nourmohammadi, E., & Nowrouzi, H. (2012). On the relationship between Iranian EFL teachers’- self-efficacy beliefs and their teaching styles. International Journal of Linguistics. 4(3), 536-550. https://doi.org/10.5296/ijI.v4i3.2089
Helsin, P. A. (1997). Boosting empowerment by developing self-efficacy. Asia Pacific Journal of Human Resources, 37, 52–64. https://doi.org/10.1177/103841119903700105
Heydarnejad, T., Zareian, G., Ghaniabadi, S., & Adel, S. M. R. (2021). Measuring language teacher emotion regulation: development and validation of the language teacher emotion regulation inventory at workplace (LTERI). Frontiers in Psychology, 12, 708888. https://doi.org/10.3389/fpsyg.2021.708888
Iani, L., Lauriola, M., Chiesa, A., & Cafaro, V. (2019). Associations between mindfulness and emotion regulation: the key role of describing and non-reactivity. Mindfulness, 10, 366-375. https://doi.org/10.1007/s12671-018-0981-5
Jacob, B., Frenzel, A. C., & Stephens, E. J. (2017). Good teaching feels good - but what is “good teaching”? Exploring teachers’ definitions of teaching success in mathematics. ZDM Math. Educ. 49, 461–473. doi: 10.1007/s11858-017-0848-6
Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. Routledge Falmer.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of educational research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Jöreskog, K. G., & Sörbom, D. (1990). Model search with TETRAD II and LISREL. Sociological Methods & Research, 19(1), 93-106. https://doi.org/10.1177/0049124190019001004
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology-science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016
Karimnia, A., & Mohammadi, N. (2019). The effects of teachers’ gender, teaching experience, and brain dominance on their teaching styles. International Journal of Research in English Education, 4(1), 37-46. http://dx.doi.org/10.29252/IJREE.4.1.37
Kazemi, A. & Soleimani, N. (2013). On Iranian EFL teachers’ dominant teaching styles in private language centers: teacher centered or student-centered? International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(1), 193-202.
Kharlay, O., Wei, W., & Philips, J. (2022). How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine. Teachers and Teaching, 28(2), 188-205. https://doi.org/10.1080/13540602.2022.2062709
Kozikoglu I., & Babacan N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. J. Lang. Linguistic Stud. 15, 20–33. https://doi.rg/10.17263/jlls.547594
Kuru Gönen, S. I. (2022). Mindfulness-based practices for EFL Teachers: Sample tasks and insights to cultivate mindfulness. Focus on ELT Journal, 4(3), 78-93. https://doi.org/10.14744/felt.2022.4.3.6
Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. Palgrave Macmillan.
Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13, 872147. https://doi.org/10.3389/fpsyg.2022.872147
Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117-138. https://doi.org/10.30486/relp.2018.538818
Martin, L. E., & Mulvihill, T. M. (2019). Voices in education: Teacher self-efficacy in education. The Teacher Educator, 54(3), 195-205. https://doi.org/10.1080/08878730.2019.1615030
Meyer, L., & Eklund, K. (2020). The impact of a mindfulness intervention on elementary classroom climate and student and teacher mindfulness: A pilot study. Mindfulness, 11, 991-1005. https://doi.org/10.1007/s12671-020-01317-6
Mischel, W., Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In Baumeister, R.F., Vohs, K.D. Handbook of self-regulation: Research, theory, and applications (pp. 99-129). Guilford.
Morris, S., & King, J. (2018). Teacher frustration and emotion regulation in university language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. https://doi.org/10.1515/cjal-2018-0032
Mousapour, G., & Khorram, A. (2015). The relationship between Iranian EFL teachers' emotional intelligence and their teaching styles. International Journal of Research Studies in Language Learning, 4(4), 3-14.
Namaziandost, E., Heydarnejad, T., & Rezai, A. (2023). Iranian EFL teachers’ reflective teaching, emotion regulation, and immunity: examining possible relationships. Current Psychology 41(12), 1-25. https://doi.org/10.1007/s12144-022-03786-5
Namaziandost, E., Heydarnejad, T., Rahmani Doqaruni, V., & Azizi, Z. (2022). Modeling the contributions of EFL university professors’ emotion regulation to self-efficacy, work engagement, and anger. Current Psychology, 41(11), 1-17. https://doi.org/10.1007/s12144-022-04041
Putwain, D. & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from curriculum changes and teacher stress. Educational Psychology, 39(1), 51-64. https://doi.org/10.1080/01443410.2018
Rashtchi, M., & Sanayi Mashhour, H. (2019). Extravert and introvert EFL teachers: How do reflective teaching and burnout relate? Journal of Applied Linguistics and Language Research, 6(3), 73-88. http://www.jallr.com/index.php/JALLR/article/view/1012/pdf1012
Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.
Richards, J. C. (2020). Exploring emotions in language teaching. RELC Journal, 53(1), 225-239. https://doi.org/10.1177/0033688220927531
Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 84-98). Guild- ford Press.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. https://doi.org/10.3200/JOER.99.6.323-338
Schunk, D. H., & Pajares, F. (2002). The development of academic Self-Efficacy. In Elsevier eBooks (pp. 15–31). https://doi.org/10.1016/b978-012750053-9/50003-6
Shirazizadeh, M., Tajik, L., & Amanzadeh, H. (2019). Refection, resilience and role stress among Iranian EFL teachers: A mixed methods study. Issues in Language Teaching, 8(2), 1-24. https://doi.org/10.22054/ilt.2020.48955.448
Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ emotion regulation and classroom management. Theory into Practice, 48(2), 130-137. https://doi.org/10.1080/00405840902776418
Taxer, J. L., & Gross, J. J. (2018). Emotion regulation in teachers: The “why” and “how.” Journal of Teaching and Teacher Education, 74, 180-189. https://doi.org/10.1016/j.tate.2018.05.008
Taylor, L. P., Newberry, M., & Clark, S. K. (2020). Patterns and progression of emotion experiences and regulation in the classroom. Teaching and Teacher Education, 93, 103081. https://doi.org/10. 1016/j.tate.2020.103081
Tompson, G. H., & Dass, P. (2000). Improving students’ self-efficacy in strategic management: the relative impact of cases and simulations. Simulation Gaming, 31, 22-41. https://doi.org/10.1177/104687810003100102
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345
Wood, A. M., Maltby, J., Stewart, N., Linley, P. A., & Joseph, S. (2008). A Social-cognitive model of trait and state levels of gratitude. Emotion, 8(2), 281-290. https://doi.org/10.1037/1528-3542.8.2.281
Zangenehvandi, M., Farahian, M., & Gholami, H. (2014). On the relationship between EFL teachers’ critical thinking and self-efficacy. Modern Journal of Language Teaching Methods, 4(2), 282-293.
Zarrinabadi, N., Rezazadeh, M., & Mohammadzadeh Mohammadabadi, A. (2022). L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL. Computer Assisted Language Learning, 1-18. https://doi.org/10.1080/09588221.2022.2108061
Zhang, H., Yuan, R. & He, X. (2020). Investigating university EFL teachers’ perceptions of critical thinking and its teaching: Voices from China. The Asia-Pacific Education Researcher, 29(5), 483-493. https://doi.org/10.1007/s40299-020-00500-6.
)