پیوندهای مفید
آمار
| تعداد نشریات | 31 |
| تعداد شماره‌ها | 519 |
| تعداد مقالات | 5,034 |
| تعداد مشاهده مقاله | 7,662,350 |
| تعداد دریافت فایل اصل مقاله | 5,707,108 |
The Mediating Effect of EFL Teachers’ Creativity in Relationship Between Their Reflective Practices and their Professional Development | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 2، شماره 1 - شماره پیاپی 3، 2024، صفحه 190-206 اصل مقاله (1.01 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/ijfli.2024.26729.1061 | ||
| نویسندگان | ||
| Hayedeh Ahmadi1؛ Majid Farahian* 2 | ||
| 1Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran | ||
| 2Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. | ||
| تاریخ دریافت: 19 بهمن 1402، تاریخ بازنگری: 22 خرداد 1403، تاریخ پذیرش: 30 مرداد 1403 | ||
| چکیده | ||
| Teacher professional development (TPD) is a kind of continuing education effort that can strengthen teachers’ skills and, in turn, boost students’ learning outcomes. Teachers’ creativity and reflective practice have also key roles in teachers’ daily practice. Therefore, this study aimed to investigate the mediating role of English as a foreign language (EFL) teachers’ creativity in the relationship between their reflective practices and their professional development (PD). Participants of the study consisted of 150 Iranian EFL teachers aged between 30 and 41 years old with 1–up to 15 years of teaching experience. Three different questionnaires were used to collect the relevant data. The collected raw data were analyzed with SPSS and Partial Least Squares (PLS) software. The results of statistical analyses, namely Spearman correlation, and semi structural equation modeling (SEM) indicated that there were statistically significant relationships between teachers' reflective practice, teacher’s creativity, and their PD. In particular, the results revealed that teachers’ creativity can mediate the relationships between teachers' reflective practice and their PD. The obtained results are discussed in the light of the literature. The results also have a number of implications for the main stakeholders including administrators and EFL teachers. The results also have a number of implications for the main stakeholders including administrators and EFL teachers. | ||
| کلیدواژه‌ها | ||
| EFL teachers؛ Teachers’ creativity؛ teacher professional development؛ reflective practices | ||
| مراجع | ||
|
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227. https://doi.org/10.1016/j.system.2010.03.003
Alger, C. (2006). ‘What went well, what didn’t go so well’: Growth of reflection in pre‐service teachers. Reflective Practice, 7(3), 287-301. https://doi.org/10.1080/14623940600837327
Azamalah, V., & Nam-Hwa, K. (2023). Teachers’ perceptions of creativity and teaching: A comparison of African and south Korean teachers. Innovation and Education, 1, 1-22.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/10.1017/S0261444806003958.
Cadiz, A. P. (2021). Pre-service teachers’ reflective practice and their teaching practicum beliefs. Jurnal Inovatif Ilmu Pendidikan, 3(2), 105-119.
Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70, 1-12. https://doi.org/10.1016/j.stueduc.2021.101051.
Craft, A. (2004). Teaching creatively and teaching for creativity: Distinctions and relationships. Educational Studies, 30(1), 77-87. https://doi.org/10.1080/0305569032000159750
Cunningham, F. M. A. (2001). Reflective teaching practice in adult ESL settings. National Center for ESL Literacy Education. http://www.cal.org/caela/esl_resources/digests/reflect.html
Czaja-Chudyba, I., Muchacka-Cymerman, A., & Sajdera, J. (2018). Creativity and professional development of polish and american teachers. In EDULEARN18 Proceedings (pp. 9649-9659). IATED.
Dewey, J. (1931). Introduction. In F. M. Alexander (Ed.), The use of the self (pp. xiii-xix). Methuen & Co., LTD.
Farrell, T. S. (2013). Critical incident analysis through narrative reflective practice: A case study. Iranian Journal of Language Teaching Research, 1(1), 79-89.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Garson, G. D. (2016). Partial least squares: Regression and structural equation models. Statistical Associates Publishing.
Ghanizadeh, A., & Jahedizadeh, S. (2016). EFL teachers’ teaching style, creativity, and burnout: A path analysis approach. Cogent Education, 3(1), 1151997. https://doi.org/10.1080/2331186X.2016.1151997
Ghaye, T. (1998). Teaching and learning through critical reflective practice. David Fulton Publishers.
Ghonsooly, B., & Raeesi, A. (2012). Exploring the relationship between creativity and burnout among Iranian EFL teachers. International Journal of Linguistics, 4(3), 121-134. https://doi.org/10.5296/ijl.v4i3.2198
Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119-136. https://doi.org/10.1016/0742-051X(91)90022-H.
Griggs, V., Holden, R., Lawless, A., & Rae, J. (2018). From reflective learning to reflective practice: Assessing transfer. Studies in Higher Education, 43(7), 1172-1183. https://doi.org/10.1080/03075079.2016.1232382
Gudeta, D. (2022). Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2030076.
Habtamu, N., & Belay, B. (2023). Reflective teaching in English language classrooms: Perception and practice of English language instructors at Wachemo University. Education Research International, 2023, 1-14. https://doi.org/10.1155/2023/6149833
Hair, F. H., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.
Han, W., & Abdrahim, N. A. (2023). The role of teachers’ creativity in higher education: A systematic literature review and guidance for future research. Thinking Skills and Creativity, 48, 101302. https://doi.org/10.1016/j.tsc.2023.101302
Hartmann, U., Kindlinger, M., & Trempler, K. (2021). Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice. Teaching and Teacher Education, 97, 103205. https://doi.org/10.1016/j.tate.2020.103205
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Hosseini, A. S., & Watt, A. P. (2010). The effect of a teacher professional development in facilitating students’ creativity. Educational Research and Reviews, 5(8), 432-438. https://www.academicjournals.org/ERR2
Jónsdóttir, S. R. (2017). Narratives of creativity: How eight teachers on four school levels integrate creativity into teaching and learning. Thinking Skills and Creativity, 24, 127-139. https://doi.org/10.1016/j.tsc.2017.02.008
JozeTajareh, M., & Rashtchi, M. (2019). The characteristics of reflective teacher and reflective teaching. Roshd Foreign Language Teaching Journal, 34(1), 7-13.
Kırkgoz, Y. (2013). A school-university collaborative action research teacher development programme: A case of six Turkish novice teachers of English. The Asian EFL Journal Professional Teaching Articles, 71, 31-56.
Koellner, K., & Jacobs, J. (2015). Distinguishing models of professional development: The case of an adaptive model’s impact on teachers’ knowledge, instruction, and student achievement. Journal of Teacher Education, 66(1), 51-67. https://doi.org/10.1177/0022487114549599
Kolb, D. A., Rubin, I., & McIntyre, J. (1979). Organizational psychology: An experiential approach. Prentice-Hall.
Kundu, A., & Bej, T. (2022). Reflective teachers: A probe into 21st century skills among Indian trainee teachers. International Journal of Teacher Education and Professional Development, 5(1), 1-20.
LaPrade, K., Gilpatrick, M., & Perkins, D. (2014). Impact of reflective practice on online teaching performance in higher education. MERLOT Journal of Online Learning and Teaching, 10(4), 625-639.
Li, X. (2022). A theoretical review on EFL/ESL teachers’ professional development: Approaches, applications, and impacts. Frontiers in Psychology, 13, 912365. https://doi.org/10.3389/fpsyg.2022.912365
Lutz, G., Roling, G., & Berger, B. (2016). Reflective practice and its role in facilitating creative responses to dilemmas within clinical communication - a qualitative analysis. BMC Medical Education, 16, 301. https://doi.org/10.1186/s12909-016-0823-x
Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13, 872147. https://doi.org/10.3389/fpsyg.2022.872147
Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy, 6(1), 117-138.
Meierdirk, C. (2017). Reflections of the student teacher. Reflective Practice, 18(1), 23-41. https://doi.org/10.1080/14623943.2016.1230054
Miller, A. (1990). Banished knowledge: Facing childhood injuries. Doubleday.
Mishra, P., Henriksen, D., & Mehta, R. (2015). Creativity, digitality, and teacher professional development: Unifying theory, research, and practice. In Handbook of research on teacher education in the digital age (pp. 691-722). IGI Global.
Mohammadifar, F., & Tabatabaee-Yazdi, M. (2021). The power of continuing professional development on EFL teachers’ creativity. International Journal of Educational Studies, 4(1), 1-9. https://doi.org/10.53935/2641-533x.v4il.50
Nunan, D. (Ed.) (2013). Learner-centered English language education: The selected works of David Nunan. Routledge.
Osterman, K. F. (1990). Reflective practice: A new agenda for education. Education and Urban Society, 22(2), 133-152. https://doi.org/10.1177/0013124590022002002
Pinnegar, S., & Lay, C. D. (2023). Editorial: The role of reflection in teacher and teacher educator development. Frontiers in Education, 8, 1225168. https://doi.org/10.3389/feduc.2023.1225168
Pishghadam, R. (2012). Personality and emotional intelligence in teacher burnout. The Spanish Journal of Psychology, 15(1), 227-236. https://doi.org/10.5209/rev_sjop.2012.v15.n1.37314.
Pishghadam, R., Baghaei, P., & Shayesteh, S. (2012). Construction and validation of an English language teacher creativity scale (ELT-CS). Journal of American Science, 8, 497-508.
Pishghadam, R., Ghorbani Nejad, T., & Shayesteh, S. (2012). Creativity and its relationship with teacher success. BELT Journal, 2(3), 204-216.
Razdorskaya, O. (2015). Reflection and creativity: The need for symbiosis. Procedia - Social and Behavioral Sciences, 209, 433-438. https://doi.org/10.1016/j.sbspro.2015.11.241
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310. https://www.jstor.org/stable/20342603.
Rudduck, J. (1991). Innovation and change. Open University Press.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305.
Sathiyavany, N., & Shivany, S. (2018). E-Banking service qualities, e-customer satisfaction, and e-loyalty: A conceptual model. The International Journal of Social Sciences and Humanities Invention, 5(6), 4808-4819. https://doi.org/10.18535/ijsshi/v5i6.08.
Sellheim, D., & Weddle, M. (2015). Using a collaborative course reflection process to enhance faculty and curriculum development. College Teaching, 63(2), 52-61.
Soodmand Afshar, H., & Ghasemi, S. (2018). Developing and validating a model for exploring Iranian EFL teachers’ perception of professional development. Teaching English as a Second Language Quarterly, 37(3), 169-210. https://doi.org/10.22099/jtls.2019.32064.2629
Sparks-Langer, G. M., Simmons, J. M., Pasch, M., Colton, A., & Starko, A. (1990). Reflective pedagogical thinking: How can we promote it and measure it? Journal of Teacher Education, 41(4), 23-32. https://doi.org/10.1177/002248719004100504
Torrance, E. P. (1974). The Torrance tests of creative thinking-TTCT manual and scoring guide: Verbal test a, figural test. Ginn.
Widyaningrum, L., Mujiyanto, Y., Yuliasri, I., & Astuti, P. (2022). In-service EFL teachers’ critical reflective practice: An appraisal analysis. In International Conference on Science, Education, and Technology (Vol. 8, pp. 349-354). https://proceeding.unnes.ac.id/index.php/iset
Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach (Vol. 5). Cambridge University Press.
Xerri, D., & Vassallo, O. (Eds.). (2016). Creativity in ELT: An introduction. In Creativity in English language teaching. Progress Press.
Yeh, Y. C., Huang, L. Y., & Yeh, Y. L. (2011). Knowledge management in blended learning: Effects on professional development in creativity instruction. Computers & Education, 56(1), 146-156. https://doi.org/10.1016/j.compedu.2010.08.011 | ||
|
آمار تعداد مشاهده مقاله: 179 تعداد دریافت فایل اصل مقاله: 256 |
||