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نقش سمینارهای آموزشی کارورزی در تسهیل یادگیری حرفه ای دانشجومعلمان زبان انگلیسی | ||
| تجارب معلمی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 27 مهر 1405 | ||
| نوع مقاله: مقاله پژوهشی اصیل | ||
| شناسه دیجیتال (DOI): 10.48310/istt.2026.22044.1209 | ||
| نویسندگان | ||
| پرویز احمدی1؛ ولی احمدکرماج* 2 | ||
| 1استادیار گروه آموزشی زبان و ادبیات دانشگاه فرهنگیان،تهران،ایران | ||
| 2استاد یار گروه آموزش علوم تربیتی ، دانشگاه فرهنگیان ، | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش حاضر به تحلیل کیفی تجارب یادگیری دانشجو معلمان دختر رشته زبان انگلیسی پردیس بنت الهدی صدر سنندج از طریق مشاهده تدریس معلمان راهنما و مشارکت آنان در سمینارهای آموزشی هفتگی پرداخته است. هدف اصلی پژوهش، شناسایی فرصت‌ها و چالش‌های یادگیری موقعیت‌مدار و بررسی توسعه شایستگی‌های ارتباطی و حرفه‌ای دانشجو معلمان در طول دوره کارورزی بود. روش‌ها: پژوهش به روش کیفی انجام شد و شامل مصاحبه با تعداد 11نفر از دانشجومعلمان و ۵ نفر معلمان راهنما بود که تجارب مشاهده‌ای و بازتابی خود را به اشتراک گذاشتند. یافته‌ها: یافته‌ها ی پژوهش نشان داد که مشاهده کلاس معلمان راهنما، فرصت ارزشمندی برای درک عملی روش‌های نوین تدریس همچون CLT و TBLT و تحلیل تصمیمات حرفه‌ای فراهم می نماید، اما محدودیت‌های محیطی ازجمله کلاس‌های پرجمعیت، کمبود منابع و محدودیت زمانی، و همچنین نقش صرفاً مشاهده گری، یادگیری دانشجو معلمان را محدود می‌کند. سمینارهای هفتگی نقش کلیدی در تثبیت یادگیری، تحلیل تجربه مشاهده‌ای و ارتقای مهارت‌های شایستگی ارتباطی و تصمیم‌گیری حرفه‌ای دارند. نتیجه‌گیری: این پژوهش نشان داد که ترکیب مشاهده کلاس، بازتاب تحلیلی و هدایت معلمان راهنما، زمینه‌ای برای یادگیری عمیق، کاربردی و قابل انتقال فراهم می‌کند و دانشجو معلمان را برای مواجهه موفق با چالش‌های واقعی کلاس آماده می‌سازد. | ||
| کلیدواژه‌ها | ||
| سمینار آموزشی؛ کارورزی؛ دانشجو معلمان؛ زبان انگلیسی؛ معلمان راهنما | ||
| عنوان مقاله [English] | ||
| The role of internship training seminars facilitating professional learning of English language student teachers. | ||
| نویسندگان [English] | ||
| Parviz Ahmadi1؛ vali ahmadkermaj2 | ||
| 1Assistant Professor, Department of Language and Literature, Farhangian University, Iran. | ||
| 2Assistant Professor, Department of Educational Sciences, Farhangian University, | ||
| چکیده [English] | ||
| Background and Objectives: Teaching practicum is a central component of initial teacher education because it provides student teachers with opportunities to encounter the realities of classroom teaching and to connect theoretical knowledge acquired at university with actual instructional practices. However, simply being present in a classroom and observing a mentor teacher does not necessarily lead to meaningful or transferable professional learning. Student teachers need opportunities to interpret what they observe, question instructional decisions, connect classroom events with theoretical concepts, and reflect on alternative ways of responding to classroom situations. Educational seminars can provide such opportunities by creating a structured space for dialogue, reflection, professional questioning, and interaction with mentor teachers and peers. The present study examined the learning experiences of female student teachers of English during their internship, with particular attention to classroom observation and participation in weekly educational seminars. The study aimed to identify the opportunities and challenges associated with situated learning during classroom observation, examine the contribution of reflective seminars to the development of student teachers’ communicative and professional competencies, and explore the role of mentor teachers in facilitating professional learning. The study was informed by the concepts of communicative competence and situated learning, particularly the view that professional learning develops through participation in authentic contexts and interaction with more experienced members of a professional community. Methodology: The study adopted a qualitative approach based on an interpretive phenomenological design. The participants were 11 female student teachers majoring in English who were undertaking Internship I and five mentor teachers working in schools. The student teachers attended the classrooms of the five mentor teachers on a weekly basis and participated primarily as observers, documenting instructional, behavioral, and communicative aspects of classroom practice. Data were collected through complementary sources, including student teachers’ classroom observation notes, semi-structured interviews with student teachers and mentor teachers, and discussions conducted during weekly educational seminars. The seminars were held regularly for approximately two hours and provided opportunities for participants to discuss their classroom observations, raise professional questions, analyze instructional decisions, and receive feedback and guidance. The researchers also participated as observers in some of the seminars to examine the relationship between classroom experience and collective reflection. Data analysis was conducted concurrently with data collection using thematic analysis within an interpretive phenomenological framework. Interview transcripts, observation notes, and seminar discussions were repeatedly reviewed, meaning units related to professional learning, communicative competence, reflective practice, and situated learning were identified and coded, and related codes were subsequently organized into subthemes and broader themes. Participant review, peer review, and data triangulation were used to enhance the credibility and trustworthiness of the findings. Findings: The findings indicated that classroom observation provided student teachers with valuable opportunities to develop a practical understanding of communicative competence and professional decision-making. By observing mentor teachers interacting with students, responding to unexpected classroom situations, managing different levels of student participation, and adapting their instructional language and strategies, student teachers encountered dimensions of teaching that could not be fully understood through theoretical instruction alone. Classroom observation also enabled them to observe the practical implementation of contemporary language-teaching approaches, particularly Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). They gained a clearer understanding of how communicative and task-based activities could encourage student participation, interaction, and meaningful language use. At the same time, the findings showed that observation alone had important limitations. Large classes, insufficient instructional resources, and time constraints sometimes restricted the implementation of teaching activities and prevented student teachers from observing complete or ideal examples of innovative instructional practices. A major finding concerned the central role of weekly educational seminars in transforming classroom observation into active and meaningful professional learning. The seminars enabled student teachers to move beyond simply recording what mentor teachers did and to examine why particular instructional decisions were made, how teachers responded to students’ needs, and how classroom circumstances influenced pedagogical choices. Through guided discussion, student teachers compared their observations with theoretical principles and considered how particular strategies might be adapted to different classroom situations. The seminars therefore helped them interpret classroom events, clarify uncertainties, and develop more deliberate approaches to future teaching. The findings further indicated that group reflection allowed student teachers to learn from one another’s observations and perspectives, thereby creating a collaborative learning environment. The study also showed that reflective discussion contributed to the development of communicative competence in a broader sense. Student teachers came to understand that effective language teaching involves more than grammatical knowledge and includes social, cultural, strategic, and interactional dimensions. Observing how mentor teachers encouraged shy students to participate, managed group interaction, responded to unexpected questions, and adapted activities to students’ different levels helped student teachers recognize the importance of social and interpersonal dimensions of classroom communication. Discussions and Conclusion: Overall, the findings demonstrate that classroom observation becomes substantially more meaningful when it is accompanied by structured reflection and professional mentoring. In line with situated learning and the concept of legitimate peripheral participation, student teachers developed professional knowledge through engagement with authentic classroom practices and interaction with experienced teachers. The weekly seminars served as an important bridge between classroom experience and theoretical understanding, enabling student teachers to transform isolated observations into organized, practical, and potentially transferable professional knowledge. The study concludes that effective internship programs should not treat classroom observation as an isolated or purely observational activity. Regular, structured, and mentor-guided educational seminars are necessary for helping student teachers analyze classroom events, connect theory with practice, develop professional decision-making skills, and prepare for the complexities of real teaching. The study therefore highlights the value of integrating classroom observation, analytical reflection, peer dialogue, and mentor guidance as interconnected components of professional teacher learning. Such an integrated approach can help student teachers move from passive observation toward active interpretation and professional participation, while strengthening their communicative and pedagogical competence and preparing them to respond more effectively to the challenges of actual English language classrooms. | ||
| کلیدواژه‌ها [English] | ||
| Student-teacher, classroom observation, educational seminar, communication competence, situation-based learning | ||
| مراجع | ||
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