چکیده:
The concept of teacher change is critical in second language teaching and English as a Foreign Language (EFL) context due largely to the fact that, almost, whatever we do in teacher education looks for initiating change of one sort or another. A substantial body of research has been dedicated to investigate teacher change (TC) from various perspectives. However, having studied the related literature, we found no robust, valid and reliable measure for TC in EFL context. Accordingly, effort was made to develop and validate a reliable and valid measure that could assess TC in an EFL context. The review of the prior research resulted in the collection of 186 items affecting TC out of which a temporary data driven model of teacher change was developed. 324 Ph.D. and M.A. graduated EFL teachers took part in exploratory and confirmatory factor analyses of the initial measure. Finally, a 66-item scale consisting of three components and thirteen sub-components was developed.The results showed both factorial validity andinternal consistency reliability for the measure.The TCSsubscales also had strong validity evidence based on the associationsfound. This study has various applications for language teachers and practitioners in the field.
خلاصه ماشینی:
Teaching theories and policies, teaching methods, teacher education, teaching context, teachers’ own characteristics, abilities, cognitive and affective attributes, knowledge and personality are among the related factors that seem to affect teachers’ overall performance in one way or another and which lead to change in teachers’ personality and practice (Beijaard, Overlook, &Vermont, 2000; Korthagen, 2004, 2010; Penlington, 2008; Hargreaves, 2005; Kayi-Aydar, 2015; Drago- Severson, 2002; Sparks & Loucks-Horsley, 1989; & Marczely, 1996).
communicating more powerfully and prolifically with studentsCritical & Reflective Thinking Skills(CRST) Communicative & Verbal Skills (CVS) using more critical thinking skills evaluating students &themselves more on critical & reflective grounds having higher level of meta-cognitive & critical reflectivity critically testing and analyzing class activities being more proficient in teacher talk using more authentic English in class using more meaningful English in classCreativity Skills (CS) creating more varied, creative, relevant, & interesting learning activities using a variety of specific teaching procedures creating rich learning environments creatively using technologies in class Personality(P) Mindfulness (M) more at ease in relieving psychological discomfort in class changing behaviorally and cognitively acting upon thoughts, emotions & other contents of conscientiousness Being more mindful Socio-cognitively have raised awareness about teaching and learning purposes Neuroticism (N) patient and ambiguity tolerant self-confident in teaching emotionally stable self-concept control Agreeableness (A) Enjoying increasing level of agreeability attending to students’ emotions and affection looking at students as whole persons Openness (O) being open to new ideas, practices, & theories in the field being critical thinker being creative more receptive to substantial changes more receptive to the criticism levelled at them more open to change, more experimental, liberal, analytical, & flexible Conscientiousness (C) reflecting more on what teachers do & how they treat students managing classroom and handling stressful situations easier more conscientious, and disciplined Extroversion (E) warm, sociable, enthusiastic, & caring in communication with students having more inclusive view of what is going on in class 4.