English Language Teachers’ Maxims in Evaluating Materials: A Case Study from Iran

Q1 Arts and Humanities
TESL-EJ Pub Date : 2023-08-01 DOI:10.55593/ej.27106s4
Mostafa Nazari, Sedigheh Karimpour, Ismail Xodabande
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Abstract

While research on second language teacher cognition (SLTC) has significantly developed over the past three decades, this line of inquiry has not paid adequate attention to material development/evaluation as compared to the key role that materials play in teachers’ daily practice. In response to this gap, in this study we adopted the theoretical stance of teacher maxims as part of SLTC, and explored eight Iranian English language teachers’ maxims in relation to material evaluation. Data were collected from a researcher-adapted questionnaire and semi-structured interviews, and analyzed based on content analysis. Data analyses revealed that the teachers evaluated their implemented material in light of both positive and negative aspects, with the positive sides being more pedagogical and the negative dimensions being more institutional and sociocultural. Additionally, the teachers’ maxims indicated that materials should not only serve pedagogical issues, but they should also embrace emotions and sociocultural particularities so that educational stakeholders, especially students, develop socio-educational capitals. Based on the findings, we provide implications for teacher educators to run professional development courses that embrace personal, interpersonal, and sociocultural particularities in the courses to enhance teachers’ awareness of the role materials play in their SLTC growth
英语教师评价材料的准则:以伊朗为例
虽然在过去的三十年里,第二语言教师认知(SLTC)的研究有了显著的发展,但与材料在教师日常实践中发挥的关键作用相比,这一研究并未对材料的开发/评估给予足够的重视。针对这一空白,本研究采用教师格言作为语言教学研究的一部分的理论立场,并探讨了八个伊朗英语教师在材料评价方面的格言。本研究采用问卷调查和半结构化访谈的方式收集数据,并基于内容分析进行分析。数据分析显示,教师从积极和消极两个方面来评估他们实施的材料,积极方面更多的是教学方面,消极方面更多的是制度和社会文化方面。此外,教师的格言表明,材料不仅应服务于教学问题,还应包含情感和社会文化特殊性,以便教育利益相关者,特别是学生,发展社会教育资本。基于研究结果,我们为教师教育工作者提供了一些启示,建议他们开设专业发展课程,在课程中包含个人、人际和社会文化的特殊性,以提高教师对材料在他们的SLTC成长中所起作用的认识
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
TESL-EJ
TESL-EJ Arts and Humanities-Language and Linguistics
CiteScore
2.20
自引率
0.00%
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0
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