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Immunity among Iranian EFL Teachers: Sources, Impacts, and the Developmental Path | ||
Journal of Language Horizons | ||
دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 211-238 اصل مقاله (834.84 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.30934.1284 | ||
نویسندگان | ||
Mehdi Haseli Songhori1؛ Behzad Ghonsooly* 2؛ Shahram Afraz3 | ||
1Ph.D Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran; | ||
2Department of English Language and Literature, Ferdowsi University of Mashhad, Iran | ||
3Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran | ||
چکیده | ||
As a novel concept in teacher psychology, language teacher immunity is a strong indicator of how teachers thrive or survive in the face of adversity. Research on language teacher immunity is still in its nascent stage, and the present qualitative study tries to fill the gap in the existing literature. This study aimed to investigate the possible sources of immunity among Iranian EFL teachers, the impact immunity may have on teachers’ classroom practices, and intervention strategies EFL teachers suggested to influence the development of immunity. Based on interviews with 13 seasoned high school EFL teachers, we found that four main stressors, namely, personal-level, school-level, organization-based, and sociocultural stressors, were the sources of maladaptive immunity development. The only cause for the development of positive immunity in EFL teachers was altruistic motivation. It was further found that those EFL teachers with positive immunity kept functioning effectively in their classrooms, whereas teachers with maladaptive immunity set into a state of indifference towards their students and complacency without exercising agency. These teachers had surrendered in the face of a multitude of adversities they faced during their professional life. The findings also indicated that in order to influence the development of immunity formation process to gear it towards an adaptive one, teachers’ economic situation should be improved by increasing their salaries, praising and appreciating their efforts, organizing practical in-service teacher training courses, and supporting them at schools by principals and other educational authorities. | ||
کلیدواژهها | ||
language teacher immunity؛ teacher motivation؛ Iranian English teachers؛ teacher stress؛ immunity type | ||
عنوان مقاله [English] | ||
مصونیت درمیان معلمهای زبان انگلیسی بهعنوان زبان خارجی: منشاء ها، تاثیرات و مسیر رشد | ||
نویسندگان [English] | ||
مهدی حاصلی سنقری1؛ بهزاد قنسولی2؛ شهرام افراز3 | ||
1دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران | ||
2استاد، گروه زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران. (نویسنده مسئول) | ||
3استادیار، گروه زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران | ||
چکیده [English] | ||
مصونیت معلم زبان یک مفهوم جدید در روانشناسی معلم است که شاخصی قدرتمند درچگونگی رشد یا بقای معلمان دربرابر مشکلات بهحساب میآید. پژوهش درمورد مصونیت معلم زبان هنوز نوپا است و این مطالعۀ کیفی سعی دارد خلاء موجود در ادبیات مربوط به مصونیت معلمان را پُرکند. در این مطالعه به بررسی منشاء احتمالی مصونیت دربین معلمان ایرانیِ زبان انگلیسی بهعنوان زبان خارجی، تأثیر احتمالی مصونیت بر کلاسدرس و راهکارهای مداخلهایِ پیشنهادی معلمان در ایجاد مصونیت معلمان پرداخته شدهاست. براساس مصاحبه با 13 معلم باتجربۀ دبیرستان، دریافتیم که چهار عامل عمدۀ استرسزا درسطح فردی، مدرسه، سازمانی و فرهنگی-اجتماعی منشاء ایجاد مصونیت ناسازگار هستند. تنها دلیل ایجاد مصونیت مثبت در معلمان زبان انگلیسی، انگیزۀ نوعدوستی بود. علاوهبراین مشخص شد که معلمان زبان انگلیسی با مصونیت مثبت، عملکرد موثری در کلاسهای خود داشتند، درحالیکه معلمان دارای مصونیت ناسازگار، نسبت به دانشآموزان خود احساس بیتفاوتی میکردند و بدون اجرای اقدام فردی، احساس رضایت داشتند. این معلمان در بسیاری از سختیهایی که درطول زندگی حرفهای خود با آنها روبهرو بودند، تسلیم شدهبودند. یافتهها همچنین نشان داد که برای تاثیرگذاری بر روند ایجاد مصونیت بهطوریکه بهسمت مصونیت مثبت سوق دادهشود، باید وضعیت اقتصادی معلمان با افزایش حقوق بهبود یابد، قدردانی و سپاسگزاری از تلاشهای آنها انجامگیرد، دورههای کاربردیِ آموزش ضمنخدمت ترتیب دادهشود و در مدارس ازسوی مدیران و سایر مقامات آموزشی مورد حمایت قرارگیرند. | ||
کلیدواژهها [English] | ||
مصونیت معلم زبان, انگیزۀ معلم, معلمهای ایرانیِ زبان انگلیسی, استرس معلم, نوع مصونیت | ||
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