این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
Teaching English Language، جلد ۹، شماره ۲، صفحات ۱-۳۶
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عنوان انگلیسی Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence
چکیده انگلیسی مقاله Teachers' capability in shaping learner contributions (SLC), as a part of Classroom Interactional Competence (CIC), has been evidenced to play a key role in opening up precious opportunities for learners' involvement, and consequently learning. Yet, very few studies to date have explored how teacher education programs (TEPs) can develop teachers' capability to SLC. To fill up this lacuna, a TEP, founded on the principles of dynamic assessment (DA), was implemented with four EFL teachers serving as participants. In so doing, initially twelve hours of video- and audio-recorded data of the teachers were analyzed to identify the samples in which they missed the opportunity for SLC. Then one-on-one DA sessions were held with each of the teachers, during which the teacher educator tried to assist them to develop a deepened insight into the strategies they adopted to shape their learners' contributions. In such dialogic context, the feedback was calibrated to create and nurture the zone of proximal teacher development (ZPTD). After instructional sessions, conversation analysis of the teachers' regular classrooms indicated a rise in the total frequency and variety of the SLC strategies employed. Furthermore, it was found that teachers' type of development differed greatly from one another. Results are discussed and some pedagogical implications are presented.
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نویسندگان مقاله Mahmood Reza Moradian |
Lorestan University, Khorramabad, Iran

Mola Miri |
Allameh Tabatabaei University, Tehran, Iran

Zahra Qassemi |
Lorestan University, Khorramabad, Iran

نشانی اینترنتی http://www.teljournal.org/article_53621_de6d24ac5a36e5cf1045afeb0f1d07c7.pdf
فایل مقاله اشکال در دسترسی به فایل - ./files/site1/rds_journals/539/article-539-576186.pdf
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زبان مقاله منتشر شده en
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