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Showing 2 results for Gheisari

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Volume 18, Issue 2 (9-2015)

The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of  in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural concepts related to language, teaching, and learning taken from Johnson (2009) and Rogoff’s (2003) mediatory model of development in six workshops through dialogic mediation. The data for the study comprised two semi-structured interviews, and three video-recording of critical reflection of each teacher on their video-taped classroom behavior. The recordings and transcripts were analyzed using Hatch’s (2002) procedure for interpretive analysis. The results of the study showed that participating teachers, over a process of struggle with their past experiences, gradually replaced their old everyday concepts such as grammatical accuracy, correct samples, and teacher interruption with new scientific concepts such as grammatical apprenticeship, guided grammatical participation, and grammatical appropriation through assisted participation. The results of present study can be illuminating for teacher educators and teacher education programs which have aimed at changing the classroom practice of in-service teachers.

Fatemeh Chaghazardi, Nouroddin Yousofi, Nouzar Gheisari,
Volume 24, Issue 2 (9-2021)

Supervising teachers, as a basic component of an  educational plan,  has positive effects on teachers’ classroom behaviors. Following the tenets of  Sociocultural theory of mind, this qualitative  study  delvd into  the perception of EFL teachers regarding their worldviews of what supervision is and what it must be like. For this purpose, 25 participants (10 supervisors,10 in-service teachers, and 5 pre-service teachers) were recruited and interviewed. Their responses to a semi-structured interview were recorded by mobile phone, transcribed, and then translated into English for ease of interpretation. To analyze the data, thematic analysis was used. The emerged themes showed that the participants preferred supervision with feedback which is constructive, timely, with effective solution in challenging situations, effective in identifying tecaher’s strengths and weaknesses, suggestive and non-judgemental. They also believed that supervision must be with no imposition, with prior notice, with a checklist, in a relaxed atmosphere, with a competent supervisor and without supervisor presence.  Criticizing the running model of supervision, they believed that the feedback offered is judgemental and inappropriate, offers no solution to the problems, and has no purpose for improvement.  Finally, some valuable implications for TTC holders, supervisors, and on-the-job mentors, and also several recommendations for further research are presented.                                                                                                                                     

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Iranian Journal of Applied Linguistics
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