The Relationship between Iranian EFL Teachers’ Perceived Pedagogical Competence and Their Junior High School Students’ Test Performance | ||
| Journal of Studies in Language Learning and Teaching | ||
| دوره 1، شماره 2، مهر 2024، صفحه 415-433 اصل مقاله (1.19 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2025.22075.1053 | ||
| نویسندگان | ||
| Fatemeh Owliaei* ؛ Seyedeh Khadijeh Najafi؛ Zahra Khajeh | ||
| Department of English, Kazerun Branch, Islamic Azad University, Kazerun, Iran | ||
| چکیده | ||
| As teachers’ pedagogical competence plays an important role in English teaching and learning, this study seeks to examine the relationship between Iranian EFL English teachers’ perception of their pedagogical competence and their students’ academic achievement test results. To do so, 30 English teachers (15 males and 15 females) were selected, and a self-report questionnaire containing 53 items was administered to them in order to assess their perceptions of pedagogical competence. Additionally, 744 junior high school students (379 males and 365 females) in the 9th grade were selected from different high schools in the Iranian city of Kazerun. The students’ academic achievements were assessed with the standardized test scores retrieved from their school records in their final English exam. The results of Spearman’s correlation coefficient indicated no significant correlation between Iranian EFL English teachers’ perception of their pedagogical competence and their students’ academic achievement test results. One implication of this study is that enhancing teachers’ pedagogical competence alone may not be sufficient to improve students’ academic achievement, suggesting the need for a more holistic approach that considers other factors such as student motivation, learning environment, and instructional materials. | ||
| کلیدواژهها | ||
| Academic achievement؛ EFL teachers؛ Pedagogical competences؛ Junior high school students | ||
| عنوان مقاله [English] | ||
| رابطه بین صلاحیت آموزشی ادراک شده معلمان زبان انگلیسی زبان ایرانی و عملکرد آزمون دانشآموزان دبیرستانی آنها | ||
| نویسندگان [English] | ||
| فاطمه اولیایی؛ سیده خدیجه نجفی؛ زهرا خواجه | ||
| گروه زبان انگلیسی، واحد کازرون، دانشگاه آزاد اسلامی، کازرون، ایران | ||
| چکیده [English] | ||
| از آنجایی که صلاحیت های آموزشی معلمان نقش مهمی در آموزش و یادگیری زبان انگلیسی ایفا می کند، این مطالعه با هدف بررسی رابطه بین ادراک معلمان انگلیسی زبان انگلیسی زبان ایرانی از شایستگی آموزشی خود و نتایج آزمون پیشرفت تحصیلی دانش آموزانشان انجام شد. برای انجام این کار، 30 معلم انگلیسی (15 مرد و 15 زن) انتخاب شدند و پرسشنامه خود گزارشی حاوی 53 گویه به منظور ارزیابی درک آنها از صلاحیت آموزشی برای آنها اجرا شد. همچنین 744 نفر (379=پسر و 365=دختر) دانش آموز دوره اول متوسطه پایه نهم از دبیرستان های مختلف شهر کازرون فارس انتخاب شدند. پیشرفت تحصیلی دانش آموزان با استفاده از نمرات آزمون استاندارد بازیابی شده از سوابق مدرسه آنها در امتحان نهایی زبان انگلیسی آنها ارزیابی شد. نتایج ضریب همبستگی اسپیرمن نشان داد که بین ادراک معلمان انگلیسی زبان انگلیسی ایرانی از صلاحیت آموزشی خود و نتایج آزمون پیشرفت تحصیلی دانشآموزان رابطه معناداری وجود ندارد. در نهایت، مفاهیم ناشی از یافته های مطالعه توضیح داده شد. | ||
| کلیدواژهها [English] | ||
| دانش آموزان دبیرستانی, پیشرفت تحصیلی, معلمان زبان انگلیسی, شایستگی های آموزشی | ||
| مراجع | ||
|
Abdel-Halim, S. M. (2008). The Effect of Using Some Professional Development Strategies on Improving the Teaching Performance of English Language Student Teacher at The Faculty of Education, Helwan University in The Light of Pre-Service Teacher Standards. Ph.D. Dissertation, Faculty of Education, Helwan University, Egypt.
Aghajanzadeh Kiasi, G. (2020). The effect of Iranian English teachers’ practice of pedagogical competence on students’ learning. Iranian Journal of English for Academic Purposes, 9(4), 163-181.
Aghajanzadeh Kiasi, G., Maftoon, P. & Birjandi, P. (2016). An investigation of Iranian high school English language teachers’ perceptions of pedagogical competence. Iranian Journal of English for Academic Purposes, 5(1), 1-25.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman.
Basri, H. (2019). An Analysis of Teacher Pedagogical Competence in Teaching English at The First Grade of SMA Negeri 5 Selayar. Universitas Muhammadiyah Makassar.
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
Crocker, L. & Algina, J. (1986). Introduction To Classical and Modern Test Theory. Harcourt, New York.
Darling-Hammond, L. (2013). Getting Teacher Evaluation Right: What Really Matters For Effectiveness And Improvement?: Teachers College, New York.
Deringöl, Y. (2019). The relationship between reflective thinking skills and academic achievement in mathematics in fourth-grade primary school students. International Online Journal of Education and Teaching (IOJET), 6(3), 613-622.
Fauziyah, L., Yusuf, M., & Andayani, T. R. (2022, April). The Relationship Between Pedagogical Competence and Teacher Performance in Inclusive School. In International Seminar on Innovative and Creative Guidance and Counseling Service (ICGCS 2021), pp. 142-145. Atlantis Press.
Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D. & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963.
Ghorbani, M. R. (2009). ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks. Reflections on English Language Teaching, 8(2), 131-139.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Hill, H., Rowan, B. & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
Kamoh, N. M., Ughili, L. S. & Abada, A. A. (2013). Enhancing the teacher profession: Key to revamping the education sector in Nigeria. Academic Research International, 4(1), 40-49.
Karimi, M. N. (2011). The effects of professional development initiatives on EFL teachers’ degree of self-efficacy. The Electronic Journal for English as a Second Language, 15(1), 33-39.
Kurnia Irmawati, D., Widiati, U. & Cahyono, B. (2017). How do indonesian professional english teachers develop their pedagogical competence in teaching implementation?. Arab World English Journal (AWEJ), 8.
Muhammad Channa, W. & Sahito, Z. (2022). Pedagogical competencies of teachers and the achievement of students: Explorations of best practices through a literature review. Webology, 19(3), 2927-2943.
Murkatik, K., Harapan, E. & Wardiah, D. (2020). The influence of professional and pedagogic competence on teacher’s performance. Journal of Social Work and Science Education, 1(1), 58-69.
Nehls, C., König, J. & Kaiser, G. (2020). Profiles of teachers’ general pedagogical knowledge: Nature, causes and effects on beliefs and instructional quality. ZDM Mathematics Education, 52, 343-357.
Noora, A. (2008). Iranian undergraduate non-English majors’ language learning preferences. GEMA Online Journal of Language Studies, 8(2), 33-44
Payant, C. & Kim, Y. (2019). Impact of task modality on collaborative dialogue among plurilingual learners: A classroom-based study. International Journal of Bilingual Education and Bilingualism, 22(5), 614-627.
Pishghadam, R. & Sabouri, F. (2011). A quantitative analysis of Iranian high school EFL learners’ beliefs about language learning. English Language Teaching, 4(2), 181-187.
Rahimi, M. & Asadollahi, F. (2012). EFL teachers’ efficacy: A case of Iranian secondary school teachers. Asia-Pacific Journal of Teacher Education, 40(2), 247-261.
Rahman, M. (2014). Professional competence, pedagogical competence and the performance of junior high school of science teachers. Journal of Education and Practice, 5(9), 75-78.
Ramlah, R. (2019). The Analysis of Teacher’s Pedagogical Competence to Teach Reading Comprehension at the Second Grade Students of SMP N 2 Pinrang, Doctoral dissertation, IAIN Parepare.
Riazi, A. M. & Razmjoo, S. A. (2006). On the relationship between the use of language learning strategies and English proficiency. Journal of Applied Linguistics, 29, 137-158.
Richards, J. C. (2011). Competence and Performance in Language Teaching. Cambridge University Press.
Rodrigues, M., Fernandez-Macias, E. & Sostero, M. (2021). A unified conceptual framework of tasks, skills and competences. JRC Working Papers Series on Labour, Education and Technology, No. 2021/02.
Safin, R., Korchagin, E., Vildanov, I. & Abitov, R. (2020). On professional and pedagogical competence development of technical university teaching staff. IOP Conference Series: Materials Science and Engineering, 890(1), 012167.
Shishavan, H. B. & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143.
Shulman, J. H. (1992). Case Methods in Teacher Education. Teachers College Press, New York.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Soodmand Afshar, H. & Doosti M. (2014). Exploring the characteristics of effective Iranian EFL teachers from students’ and teachers’ perspectives. Iranian Journal of Applied Language Studies, 6(1), 205-230.
Tajeddin, Z. & Adeh, A. (2016). Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent? Iranian Journal of Language Teaching Research, 4(3), 37-54.
Voss, T., Kunter, M. & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical /psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952-969.
Zarei, G. R. & Behnam, B. (2010). The relationship between Iranian EFL teachers’ pedagogical competence and their professional development. Journal of English Language Teaching and Learning, 52(217), 117-134. | ||
|
آمار تعداد مشاهده مقاله: 412 تعداد دریافت فایل اصل مقاله: 232 |
||