Teacher Training or Teacher Draining: A Critical Analysis of Iranian Teacher ‎Training Courses (TTC)‎

Journal of New Trends in English Language Learning

مقاله 4، دوره 2، شماره 2، شهریور 2023، صفحه 45-68   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.30495/jntell.2023.1984692.1059

نویسندگان

Hamed Zarabi^{* 1}؛ Nadia Gharani²؛ Nima Yamrali³

¹Department of English Language teaching

²Department of English language teaching, Faculty of humanities, Islamic Azad university, Gonbad-e-Kavous, Iran

³Department of English language teaching

چکیده

این مقاله درصدد است با نگاهی انتقادی به دوره های تربیت معلم ایران (TTCs) مشکلات اصلی و حلقه های گمشده را کشف کند. برای این منظور، 20 مدرس زبان انگلیسی (8 مرد و 12 زن) به تدریس دروس عمومی زبان انگلیسی در پنج موسسه زبان خصوصی در تهران و مشهد در این پژوهش شرکت کردند. از طریق رویکرد کیفی با استفاده از مصاحبه های نیمه ساختاریافته، داده های مورد نیاز جمع آوری و مورد تجزیه و تحلیل قرار گرفت. شایان ذکر است که پژوهشگران حدود 200 ساعت دوره آموزشی معلمان را در ایران مشاهده کردند تا حتی بیشتر به این مشکل بپردازند. با استفاده از تحلیل محتوای استقرایی، داده ها مورد تجزیه و تحلیل قرار گرفت و نتایج و یافته ها حاکی از مشکلات متفرقه در دوره های تربیت معلم ایران بود. مشکلات اصلی شناسایی شده فقدان تئوری، عدم آزادی انتخاب، عدم نظارت در دروس، عدم تأمل معلم، ‏فقدان تکنولوژی در آموزش و عدم توجه به دانش قبلی معلمان. این مطالعه پیامدهای مهمی برای مربیان معلم داشت تا بیشتر بر روی دانش نظری خود کار کنند و معلمان دروس مناسب را برای رشد حرفه ای خود انتخاب کنند. همچنین این مطالعه با رفع این مشکلات به مدیران و برنامه ریزان درسی کمک می کند تا دوره های بهتری را برگزار کنند. ‏

کلیدواژه‌ها

Teacher Training Courses (TTC)؛ Teacher Education Programs؛ Trainers؛ Trainees.&lrm

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