نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار زبان‌شناسی کاربردی، گروه زبان انگلیسی، هیأت علمی دانشگاه آزاد اسلامی، واحد فسا، ایران.
2 کارشناس ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد فسا، ایران
چکیده
شناسایی پیش‌پنداشت‌های معلم‌ها، به عنوان روندی رو‌به‌رشد در رویکردی شناختی به آموزش، می‌تواند به آشکارسازی جنبه‌های زیربنایی گوناگونی کمک کند که تأثیرات معناداری بر فرایند آموزش خواهند داشت. چنین پیش‌پنداشت‌هایی، بی‌گمان، در رابطه با آموزگاران تازه‌کار، به ویژه معلم‌های دورة زبان انگلیسی به عنوان زبان خارجی، اهمیت بسیاری دارند، معلم‌هایی که در خصوصِ آموزش، به شکل‌دهی یا تغییرِ شکلِ ایده‌های خود دست می‌زنند. این پژوهش، پیش‌پنداشت‌های معلم‌های تازه‌کار زبانِ انگلیسی در مؤسسه‌های خصوصی ایران را با سه هدف پیشِ رو بررسی کرده‌است: (الف) در پی وجود احتمالِ هر پیش‌پنداشت در مورد تدریس در معلمان بوده‌است، (ب) به دنبالِ کشفِ هر الگوی مشابهی در نظرات آن‌ها بوده‌است (پ) بر آن بوده تا عبارات استعاره‌ای را بیابد که آموزگاران برای به اشتراک گذاشتن تجربیاتشان در ارتباط با آموزش زبان انگلیسی به کار برده‌اند. برای یافتن شباهت‌های پیش‌پنداشت‌های معلم‌های تازه‌کار، رونوشت‌هایی از یک پرسش‌نامة مشتمل بر دوازده مقوله بهره گرفته شد که توسط نمونه‌ای از معلمان زبان انگلیسی تازه‌کار (43 مرد/زن) پاسخ داده شدند. تحلیل داده پنج عامل زیربنایی پیش‌پنداشت‌ها را نشان داد: یادگیری، حل مسئله دانش‌آموزان، نقش آموزگاران، تدریس و معلم خوب. افزون بر این، برای بررسی عبارت‌های استعاره‌ای، مصاحبه‌های نیمه‌ساختاریافتة 20 دقیقه‌ای با 5 معلم تازه‌کار، انجام شد. مصاحبه‌ها نشان دادند که شرکت‌کنندگان از استعاره‌ها برای به اشتراک گذاشتن تجربه‌های آموزشی خود بهره می‌برند.
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