Exploring EFL Teachers’ Attitudes Toward Teacher Supervision in Iranian Language Schools
Publish place: The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances.، Vol: 9، Issue: 2
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
View: 100
This Paper With 21 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_JALDA-9-2_008
تاریخ نمایه سازی: 2 بهمن 1400
Abstract:
Although supervision is an integral component of EFL teacher professional development, there have not been enough studies on language teacher supervision and EFL teachers’ attitudes toward supervision. The present study investigated EFL teachers’ attitudes toward supervision in Iranian language schools. To this end, ۲۱۸ EFL teachers who received supervision were selected and asked to complete a teacher supervision questionnaire (Moradi, Sepehrifar, & Khadiv, ۲۰۱۴) to elicit their attitudes, feelings, and experiences toward supervision. The questionnaire consisted of five subcategories: teachers’ evaluation of supervision, their attitudes toward the mode of supervision, the contributions of teacher-supervision to their development, and the process before, during, and after supervision. The findings revealed that a great number of the participants harbored this view that the current supervision is useful for them and necessary for novice teachers. However, some held negative attitudes toward supervision as it puts them under pressure, creates anxiety, and damages their confidence and motivation. They found their supervisors’ feedback unsatisfactory mainly done for paperwork formalities. To improve the ongoing supervisory practices, they suggested the need for the development of transparent criteria and rubrics for supervision and called for discontinuation of unannounced and sudden supervisory observations.
Keywords:
Authors
Shiva Azizpour
PhD in TEFL, ELT Lecturer, Department of English Language, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
Javad Gholami
Associate Professor, Department of English Language, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
مراجع و منابع این Paper:
لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :