چکیده:
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 aimed to 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.
خلاصه ماشینی:
com Nasrin Hadidi Tamjid, Assistant Professor of TEFL, Islamic Azad University, Tabriz Branch, Tabriz, Iran 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.
This quasi-experimental study aimed to 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.
Hence, inspired by Metzler and Blankenship (2008) argumentation, the present study set out to take a more global perspective and initially define the outcomes in terms of changes in teachers¶ performance of a limited number of mediating roles and to incorporate a number of reflective modelling, observational, and teaching tasks in a training program.
Pairwise Comparisons of five Mediating Roles for the Pre-service in Three Times {مراجعه شود به فایل جدول الحاقی} As shown in Table 4, there were statistically significant differences between their performance in the delayed post-test and the immediate post-test, p = .