نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان انگلیسی، دانشکدۀ ادبیات، دانشگاه الزهراء (س)، تهران، ایران
2 دانشیار گروه زبان انگلیسی، دانشکدۀ ادبیات، دانشگاه الزهراء (س)، تهران، ایران
3 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه الزهرا (س) ، تهران، ایران
چکیده
پژوهش کیفی پیش رو به نقل چالش‌ها و تغییرات هویتی یک مدرس ایرانی زبان انگلیسی به‌عنوان زبان خارجی پرداخته که نخستین گام‌های خود را در تهیه و تدوین متون خواندنِ زبان دوم ازطریق بازآفرینی داستان‌های یک شاعر کلاسیک فارسی برداشته است. یادداشت‌های توصیفی و تحلیلی در مراحل طراحی متون درسی، بازخوردهای دریافتی از دو مشاور و شش معلم زبان انگلیسی و پیش‌نویس‌های متعدد مواد آموزشی دردست تهیه، اسنادی بودند که داده‌های این خودپژوهی را تشکیل دادند. بررسی موشکافانۀ داده‌ها نشان داد که مدرس همگام با کسب نگاهی نو به تهیه و تدوین مطالب درسی همچون یک هنر و تمرین خودکفایی، خلاقیت، احترام و مالکیت، به بازنگری برخی از مفروضات ذهنی نهادینه‌شدۀ خود پرداخت. نظر به کمبود پژوهش‌های روایی با محور ساخت و بازساخت هویت تهیه‌کنندگان مطالب درسی، امید می‌رود پژوهش کنونی به درک عمیق‌تر فرایند خلق مواد آموزشی یاری رساند.
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