经验重要吗?英语教师面临的挑战比较研究

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Levrints (Lőrincz), I. Greba
{"title":"经验重要吗?英语教师面临的挑战比较研究","authors":"M. Levrints (Lőrincz), I. Greba","doi":"10.20535/2410-8286.255886","DOIUrl":null,"url":null,"abstract":"Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying lengths of teaching experience. Quantitative data were collected utilising a questionnaire involving 208 language teachers. The respondents self-reported being especially challenged by teaching speaking, learner motivation, teaching writing and listening, learner engagement, differentiating instruction, and providing effective learning. The overall challenge rate was moderate. Notably, a statistically significant difference in the perceptions of challenges was established between groups of teachers with varying lengths of teaching experience. As expected, novice teachers reported being more challenged than their most experienced counterparts. Contrary to popular belief, challenge estimates of a group of experienced teachers (10-15 years) were higher than that of less experienced teachers (1-5 years). The principal implication of the current study is that experienced language teachers also need assistance in dealing with professional challenges arising from the complexities of language teaching. To serve well, teacher development courses should be sensitive to language teacher needs and challenges, aligned with transformations they undergo as they move along the career stages","PeriodicalId":43037,"journal":{"name":"Advanced Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"DOES EXPERIENCE MATTER? A COMPARATIVE STUDY OF EFL TEACHERS’ CHALLENGES\",\"authors\":\"M. Levrints (Lőrincz), I. Greba\",\"doi\":\"10.20535/2410-8286.255886\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying lengths of teaching experience. Quantitative data were collected utilising a questionnaire involving 208 language teachers. The respondents self-reported being especially challenged by teaching speaking, learner motivation, teaching writing and listening, learner engagement, differentiating instruction, and providing effective learning. The overall challenge rate was moderate. Notably, a statistically significant difference in the perceptions of challenges was established between groups of teachers with varying lengths of teaching experience. As expected, novice teachers reported being more challenged than their most experienced counterparts. Contrary to popular belief, challenge estimates of a group of experienced teachers (10-15 years) were higher than that of less experienced teachers (1-5 years). The principal implication of the current study is that experienced language teachers also need assistance in dealing with professional challenges arising from the complexities of language teaching. To serve well, teacher development courses should be sensitive to language teacher needs and challenges, aligned with transformations they undergo as they move along the career stages\",\"PeriodicalId\":43037,\"journal\":{\"name\":\"Advanced Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advanced Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20535/2410-8286.255886\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advanced Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20535/2410-8286.255886","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

尽管教学经验已被确定为影响学生学业成绩、教师认知和实践的主要变量之一,但关注经验对语言教师挑战影响的研究仍然很少。因此,本研究旨在比较分析不同教学经验的英语教师所面临的挑战。定量数据收集采用问卷调查208语文教师。受访者自我报告说,在口语教学、学习者动机、写作和听力教学、学习者参与、差异化教学和提供有效学习方面,他们面临着特别大的挑战。总体挑战率适中。值得注意的是,在具有不同教学经验的教师群体之间,对挑战的看法存在统计学上的显著差异。不出所料,新手老师比最有经验的老师更有挑战性。与普遍看法相反,一组经验丰富的教师(10-15年)的挑战估计高于经验不足的教师(1-5年)。本研究的主要含义是,经验丰富的语言教师在应对语言教学的复杂性所带来的专业挑战时也需要帮助。为了更好地服务,教师发展课程应该对语言教师的需求和挑战敏感,并与他们在职业发展阶段所经历的转变保持一致
本文章由计算机程序翻译,如有差异,请以英文原文为准。
DOES EXPERIENCE MATTER? A COMPARATIVE STUDY OF EFL TEACHERS’ CHALLENGES
Even-though teaching experience has been identified as one of the main variables affecting student academic gains, teacher cognition, and practices, research focusing on the influence of experience on language teacher challenges is still rare. Hence, the study aims to analyse comparatively the challenges encountered by EFL teachers with varying lengths of teaching experience. Quantitative data were collected utilising a questionnaire involving 208 language teachers. The respondents self-reported being especially challenged by teaching speaking, learner motivation, teaching writing and listening, learner engagement, differentiating instruction, and providing effective learning. The overall challenge rate was moderate. Notably, a statistically significant difference in the perceptions of challenges was established between groups of teachers with varying lengths of teaching experience. As expected, novice teachers reported being more challenged than their most experienced counterparts. Contrary to popular belief, challenge estimates of a group of experienced teachers (10-15 years) were higher than that of less experienced teachers (1-5 years). The principal implication of the current study is that experienced language teachers also need assistance in dealing with professional challenges arising from the complexities of language teaching. To serve well, teacher development courses should be sensitive to language teacher needs and challenges, aligned with transformations they undergo as they move along the career stages
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
发文量
0
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信