جستجوی مقالات مرتبط با کلیدواژه « Teacher&rsquo » در نشریات گروه « ادبیات و زبان ها »

Integrating technology into instructional designs is currently a growing topic in higher education. This study sheds light on the integration of technology and KARDS factors. The researcher designed the integrated version of the teachers’ knowledge questionnaire to provide a more comprehensive understanding of teacher’s knowledge. This study aimed to develop and validate a Teachers’ Integrated Knowledge Questionnaire (TIKQ) through a quantitative investigation. The researcher aimed to assess individuals’ integrated knowledge in a specific domain. This research involved multiple stages: item generation, pilot testing, and statistical analysis. The researcher generated a pool of potential items for the TIKQ. These items covered various aspects of integrated knowledge within the chosen domain. The questionnaire was piloted and administered to 461 teachers in the second segment, which included 58 items. To determine if the trait structure of the teachers’ integrated knowledge questionnaire enjoys a good fit, statistical analysis techniques such as factor analysis and confirmatory factor analysis (CFA) were conducted. Cronbach’s alpha reliability and structural equation modeling were used to measure the internal consistency reliability of the teachers’ Integrated Knowledge Questionnaire (TIKQ). The new version of the integrated knowledge scale will assist teacher trainers in assessment of teacher’s knowledge. The findings from this study will contribute to developing an effective tool for measuring integrated knowledge in a specific domain. The tool can be used in various contexts, such as educational settings, research studies, and professional assessments.

The aim of the present mixed-method study is investigating the role of SE instruction in English as a Foreign Language (EFL) teachers’ PD. To do so, 30 EFL teachers and 150 of their students in different high schools in Zanjan, Iran were selected as the participants of the study. The convenience (availability) sampling procedure was used to select the participants. The students were asked to fill out the the teachers’ PD survey, and the questionnaire of SE was filled out by the teachers as the pretest. Then, the teachers received in-service training for SE with a specified syllabus. At the end of the training period, which lasted 5 sessions in a 1.5-month course, the students completed the teachers’ PD survey, and the teachers filled out the SE questionnaire again as the posttest. To analyze the results of the questionnaires as the quantitative data, a paired-samples t-test was employed. In the qualitative phase, an in-depth interview was held with the 30 teachers concerning their ideas towards the effects of SE instruction on their PD, and the collected data was analyzed through content analysis technique. The findings of the study revealed that the EFL teachers’ SE significantly affected their PD based on the results of the questionnaires and in-depth interviews.