Construction and Validation of EFL Teachers’ Professional Identity Perception Inventory of Technology-Enhanced Instructions during the COVID-۱۹ Pandemic
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 36
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شناسه ملی سند علمی:
JR_AREUIT-12-2_005
تاریخ نمایه سازی: 18 فروردین 1403
چکیده مقاله:
The first objective of the present study was to develop an inventory assessing EFL teachers’ professional identity perception (PIP) of technology-enhanced instructions (TEIs) during the COVID-۱۹ pandemic. Based on the findings of a semi-structured interview administered with three teachers following their actual implementation of TEIs, a ۵۵-item EFL teachers’ PIP inventory of TEIs was developed. The second objective was to investigate the construct validity and reliability of teachers’ PIP inventory of TEIs by gathering data from ۱۵۷ Iranian EFL teachers. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy and Bartlett’s Test of Sphericity verified the suitability of the data for factor analysis. The results of Exploratory Factor Analysis indicated a nine-factor solution for the inventory items. Moreover, the PIP inventory of TEIs enjoyed a reliability of ۰.۷۷ suggesting a high reliability. Regarding teachers’ perceptions, various personal, professional, situational, and contextual aspects of professional identity were specified in relation to the implementation of TEIs in Iranian higher education. Some distinctive findings of this study comprised the society’s perception toward TEIs and the role of teachers’ pedagogical beliefs in the implementation of TEIs. This study has some implications for stakeholders to devote due attention to all aspects of teachers’ professional identity in the implementation of TEIs during and after the COVID-۱۹ pandemic.
کلیدواژه ها:
EFL Teachers’ Perception ، exploratory factor analysis ، Professional Identity Perception Inventory Of Technology-Enhanced Instruction ، Technology-Enhanced Instruction
نویسندگان
Masoumeh Dousti
Postdoctoral Researcher, Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
Zahra Amirian
Associate Professor, Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
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