پیوندهای مفید
آمار
| تعداد نشریات | 22 |
| تعداد شمارهها | 317 |
| تعداد مقالات | 3,337 |
| تعداد مشاهده مقاله | 3,610,613 |
| تعداد دریافت فایل اصل مقاله | 2,630,701 |
English teachers’ motivation for research engagement | ||
| Applied Linguistics Inquiry | ||
| مقاله 6، دوره 1، شماره 1، خرداد 2023، صفحه 67-73 اصل مقاله (381.54 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22077/ali.2022.5574.1004 | ||
| نویسنده | ||
| Mehdi Mehranirad* | ||
| English Department, Faculty of Letters and Humanities, University of Neyshabur | ||
| چکیده | ||
| Within the last few decades the conception of research engagement has been widely considered vital in teachers’ professional development. The literature is replete with numerous arguments both about the benefits of doing and reading research and the reasons for doing so. Within these discussions, however, the opinions of teachers are mostly ignored or reflected only circumstantially. The present study was conducted to investigate the reasons for which Iranian English teachers engage in research. First, a provisional survey questionnaire was designed, using experts’ opinion and a comprehensive review of the related literature. The instrument was then validated through conducting exploratory factor analysis on teachers’ responses to the survey instrument. Analysis of the results showed that teachers’ reasons and motivations for research engagement can best be categorized in four groups: benefits for professional development, instrumental and personal motivations, organizational expectations, and pedagogical benefits. Subsequent analyses also revealed that research engagement among Iranian English teachers is mainly shaped for personal and professional reasons. The findings point to the importance of developing a holistic perspective toward educational research in order to promote research engagement, making it a sustainable path to professional excellence for language teachers. | ||
| کلیدواژهها | ||
| Factor analysis؛ Language teachers؛ Motivations؛ Questionnaire؛ Research engagement | ||
| مراجع | ||
|
Biesta, G. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation , 13 (3), 295-301. Brace, I. (2004). Questionnaire design: How to plan, structure and write survey material for effective market research. Kogan Page. Broekkamp, H., & van Hout-Wolters, B. (2007). The gap between educational research and practice: A literature review, symposium, and questionnaire , 13 (3), 203-220. Darling-Hammond, L. (2006). Powerful Teacher Education: Lessons from Exemplary Programs. John Wiley and Sons, Inc. Dehghan, F., & Sahragard, R. (2015). Iranian EFL teachers' views on action research and its application in their classrooms: A case study. Journal of Teacher Education and Educators, 4, 39-52. Dornyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum Associates, Publishers. Gurney, M. (1989). Implementer or innovator: A teacher’s challenge to the restrictive paradigm of traditional research, in P. Lomax, (Eds.), The Management of Change. Multilingual Matters. Hammersley, M. (2004). Action Research: a contradiction in terms? Oxford Review of Education, 30 (2), 165–181. Khanjani, A., Vahdany, F., & Jafarigohar, M. (2017). EFL teacher education in Iran: Does it promote trainees’ pedagogical content knowledge? Journal of Research in Applied Linguistics, 8(2), 159-186. Lankshear, C. &. Knobel, M (2004). A handbook for teacher research: From design to implementation. Open University Press. Mehrmohammadi, M. (1997). Research in the Ministry of Education: Necessities, hopes. Quarterly Journal of Education 50, 45-47. Mehrani, M. B. (2017). A narrative study of Iranian EFL teachers’ experiences of doing action research. Iranian Journal of Language Teaching Research 5(1), 93-112. Mehrani, M. B. (2014). Bridging the gap between research and practice: Voice of mediators. Pan Pacific Association of Applied Linguistics, 18 (2). 21-38. Mehrani, M. B. & Behzadnia, A. (2013). English teachers' research engagement: Current barriers and future strategies. International Journal of Foreign Language Teaching and Research. 1 (4), 17-32. Mehrani, M. B. & Khodi, A. (2014). An appraisal of the Iranian academic research on English language teaching. International Journal of Language Learning and Applied Linguistics World, 6 (3) 89-97. Mehranirad, M. & Behzadpoor, F. (2022). A survey of EFL teachers’ research engagement. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 10 (1), 79-98. Pieters, J. & de Vries, B. (2007). Preface to the special issue. Educational Research and Evaluation , 13 (3), 199-202. Pring, R. (2000) ‘False dualisms: quantitative and qualitative research’. Journal of Philosophy of Education, 34 (2), 247-260. Rahimi, A. & Askari Bigdeli, R. (2016). Challenges of action research: Insights from language institutes. Journal of Research in Applied Linguistics, 7 (2), 3-15. Rahimi, A., Madani, A. & Rahimi, H. (2016). University teachers’ action research: An adventure into uncharted waters? International Journal of Learning and Teaching, 8 (4), 262-272. Roberts, J. R. (1993). Evaluating the impacts of teacher research. System 21 (1), 1–19. Samar, R. G., Mehrani, M. B., (2012, October 16-19). Does the supply meet the demands? The mismatch between researchers’ interests and practitioners’ needs. [Paper presentation]. The 10th international TELLSI conference, Shahid Beheshti University, Tehran, Iran. | ||
|
آمار تعداد مشاهده مقاله: 383 تعداد دریافت فایل اصل مقاله: 354 |
||
نماد الکترونیک
سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب