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Second Language Teacher Education
описание
Second Language Teacher Education channel is a forum for disseminating conceptual and empirical resources (mainly from Iranian researchers) relevant to teachers and teacher education. Admins: @NazariMostafa1369 @Zahraa_Keshvari
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Где отзываются чаще
доля реакций к просмотрам- 17 июл.без подписи1,11%
- 17 июл.💡Newly published paper by Nazari in British Journal of Educational Studies. In this paper, the author introduces and conceptualizes an approach to studying teacher sense-making called Ecoexperiential Sequentialism, defined as multi-stage engagement in reflecting on interrelated experiences that track how the granularity of sense-making unfolds over time. This approach is then used to capture how three English language teachers navigate their experiences of parental demands.0,82%
- 24 февр.💡Newly published article by Dabbagh & Keshvari in Journal of Peace Education. Although cultural tensions significantly impact teachers’ effectiveness, there remains a limited understanding of the most frequent sources and consequences of these tensions for teachers in multicultural settings, as well as the role of peace strategies in reducing these tensions. To address this gap, the present study collected in-depth data from 10 Iranian teachers in multicultural schools. The findings revealed that teachers often encountered challenges related to intercultural awareness, which sometimes became sources of tension in their classrooms. Nevertheless, many teachers actively sought to navigate these challenges by drawing on instinct, experience, and interpersonal relationships rather than formal training. These tensions acted as a double-edged sword, influencing teachers in both positive and negative ways; however, the predominant effect was negative, leading to decreased effectiveness and feelings of being undervalued. In some instances, these tensions fostered cultural empathy and self-confidence among teachers.0,62%
- 21 июн.💡Newly published article by Ahmadi et al. in International Journal of Educational Reform. This study examined antecedents of technostress and evaluated the extent to which gender and teaching experience influenced technostress among Iranian private-sector EFL teachers. A mixed-methods design was employed, in which 303 teachers completed an adapted version of Tarafdar et al.’s Technostress Scale, and a purposive subsample of 25 participants participated in subsequent semi-structured interviews. The statistical analyses yielded no statistically significant differences in technostress by gender or across teaching-experience profiles. The interview findings, however, delineated privacy invasion, work overload, limited digital literacy, lack of physical interaction, work–home conflict, and emotional exhaustion as prominent stressors associated with heightened technostress.0,50%
- 24 февр.без подписи0,27%
- 21 июн.без подписи0,21%
- 14 июн.💡Newly published article by Fathi in System.This longitudinal narrative inquiry explores the evolving professional identities of eight EFL teachers in Iran over one academic year as they integrated AI into their pedagogy. Drawing on a posthumanist perspective, this study challenges linear models of technology adoption, framing identity not as a fixed human attribute but as a dynamic, co-constructed assemblage emerging from human-AI interaction.The findings reveal a complex, three-stage process of ontological reconfiguration. Initially, teachers experienced epistemic anxiety, performing intensive boundary work to reassert their human authority.This was followed by a pivotal shift as they cultivated a new identity as “prompt-pedagogues,” focusing their expertise on designing the conditions for productive human-AI dialogue.The final phase was characterized by the negotiation of a hybrid, symbiotic identity, which required new forms of affective labor to manage the socio-emotional dynamics of the human-student-AI triad. A quantitative analysis confirmed a significant shift from positioning AI as a Subordinate to a Partner.0,15%
- 15 июн.💡Newly published article by Dabbagh and Nazari in English Teaching & Learning. Despite the growth of research on critical incidents (CIs), little is known about how culture could be a source of CIs occurrences and how such CIs contribute to teacher identity construction. The present study explored this issue among a group of Iranian EFL teachers by collecting in-depth data from the teachers’ shared cultural critical incidents (CCIs). The analysis of the CCIs showed that besides experiencing both positive and negative CCIs, the teachers narrated experiences related to values, cross-cultural differences, and linguacultural issues. Additionally, these CCIs shaped the teachers’ identities in terms of creating conflicts for them, helping teachers view cultural tensions as sites of pedagogical effectiveness, and developing their awareness of cultural sensitivities.0,15%
- 18 февр.без подписи0,14%
- 22 февр.💡Newly published article by Estaji et al. in Language Testing in Asia. Although there is a surge of scholarly attention into language assessment literacy, emotions in language assessment literacy (ELAL) is a relative novelty in the field. The current study developed an ELAL-informed teacher education course to examine Iranian EFL teachers' perceptions of ELAL and the course's impact. The course's effectiveness in improving teachers' perceptions, knowledge, and competencies was confirmed by significant increases in their ELAL scores from pre-test to post-test. Furthermore, the qualitative findings indicated that the participants were emotionally aware and made context-dependent modifications to practice. Importantly, the study identified ongoing tensions in the delicate balance between empathy and fairness, exposing the concealed emotional labor of assessment.0,13%
- 15 авг.💡Newly published article by Negahdari Nia & Dastgoshadeh in International Journal of Educational Research. This study investigated the differences in formative assessment literacy and actual classroom implementation between high- and low-reflective Iranian EFL instructors. Using an extreme-groups comparative design, 60 teachers selected from an initial cohort of 200 educators using the Reflective Teaching Questionnaire. Quantitative analyses revealed that high-reflective teachers demonstrated significantly greater formative assessment literacy compared to their low-reflective counterparts. Furthermore, both self-reported data and independent classroom observations confirmed that the high-reflective group exhibited substantially stronger formative assessment implementation. Ultimately, the findings demonstrate a clear association between reflective teaching and enhanced formative assessment competence, underscoring the importance of continuous reflective practice for strengthening formative assessment in EFL classrooms.0,00%
- 15 авг.без подписи0,00%