بررسی اثربخشی درس «فلسفۀ معلمی در آموزش زبان انگلیسی» بر انگیزۀ شغلی دانشجو معلمان رشتۀ دبیری زبان انگلیسی دانشگاه فرهنگیان

این پژوهش کیفی با هدف بررسی میزان اثربخشی درس «فلسفۀ معلمی در آموزش زبان انگلیسی» بر انگیزۀ شغلی دانشجو معلمان دبیری زبان انگلیسی دانشگاه فرهنگیان استان مرکزی انجام شد. بدین منظور 91 نفر از دانشجو معلمان سال اول رشتۀ دبیری زبان انگلیسی این دانشگاه به‌عنوان نمونه در دسترس انتخاب شدند. پیش از شروع اولین‌ ترم تحصیلی، در یک مصاحبۀ ساختاریافته از آنها خواسته شد دلایل انتخاب حرفۀ معلمی را ذکر نمایند. بعد از برگزاری چهارده جلسۀ آموزشی، در مصاحبۀ دیگری از آنها خواسته شد تا در صورت انتخاب مجدد حرفۀ معلمی، دلایل انتخاب خود را بیان کنند. نتایج حاصل از تجزیه‌وتحلیل داده‌ها نشان داد که آزمودنی‌ها، حرفۀ معلمی را به دلایل امتیازات شغلی (33%)، علایق شخصی (31%)، نقش اجتماعی معلم (%22)، توانمندی‌های شخصی (8%)، نقش خانواده (3%) و کارکرد معنوی معلمی (%3) انتخاب کرده بودند. همچنین آزمودنی‌ها میزان اثربخشی این درس را بر تقویت انگیزۀ شغلی‌شان موفقیت‌آمیز ارزیابی کردند و اذعان داشتند تحت تاثیر این درس در صورت داشتن فرصت مجدد، حرفۀ معلمی را به لایل نقش اجتماعی معلم (40%)، علایق شخصی (30%)، امتیازات شغلی (21%)، توانمندی‌های شخصی (5%) و کارکرد معنوی (4%) انتخاب خواهند کرد. بر اساس این یافته‌ها می‌توان نتیجه گرفت این درس در تقویت انگیزۀ شغلی دانشجو معلمان موثر است.

the impact of philosophy of education in english language teaching course on career motivation of pre-service efl teachers at farhangian university

this study aimed at investigating the effectiveness of philosophy of education course on career motivation of pre-service teachers at farhangian university. ninety-one freshmen per-service efl teachers were selected by convenience sampling. before the course began, the participants were asked to mention the reasons behind choosing the profession. after fourteen weeks of instruction, they were asked again to state if they would choose the teaching profession if they were given a second chance. the findings indicated that the participants had chosen the profession due to job benefits, personal interests, teacher’s social role, personal abilities, family, and spiritual function. moreover, the participants evaluated the course as a success in strengthening their career motivation and stated that they would choose the profession again due to teacher’s social role, personal interests, job benefits, personal abilities, and spiritual function. it can be concluded that the course is effective in strengthening the participants’ career motivation.introductioncareer motivation in teacher education programs has been among the top priorities for educational researchers. a plethora of research has consistently demonstrated that attracting highly motivated candidates for the teaching profession is of vital importance in admission programs (sinclair et al., 2006). however, attracting motivated candidates does not guarantee they will stay motived during the programs because career motivation may fluctuate throughout the training programs (sinclair, 2008). therefore, teacher education programs incorporate some instructional courses to modify or strengthen the level of pre-service teachers’ career motivation. the effectiveness of these courses in achieving this objective has been a matter of debate. a considerable number of studies (e.g., mirzalu, safiyari, 2020; shojaei et al., 2018) have reported evidence of changes in pre-service teachers’ motivation after the training courses. in contrast, some other studies (e.g., aslani katuli, 2017) have indicated negligible changes in this variable despite the efforts of teacher educators in such instructional courses. therefore, the effectiveness of teacher education courses on pre-service teachers’ motivation is far from unanimous.in the context of this study, farhangian university in iran has placed considerable attention to pre-service teachers’ career motivation in the latest curriculum of teaching english as a foreign language (tefl). among several courses in this curriculum centering on pre-service teachers’ career motivation is “philosophy of education for english language teachers”. the main objective of the course is to modify or strengthen the pre-service efl teachers’ career motivation. therefore, this study aimed to fill the gap by adopting a qualitative approach to investigate the impact of this training course on pre-service efl teachers’ career motivation. more specifically, this study attempted to answer the following questions:1) what are the reasons behind choosing the teaching profession on behalf of per-service efl teachers?2) to what extent, does “philosophy of education for english language teachers” course change the pre-service efl teachers’ career motivation? 3) what is the pattern of motivation changes in these pre-service teachers?  methodologythis qualitative study adopted thematic analysis to generate the pattern of choosing the teaching profession before entering the teacher education program and the pattern of choosing the profession after passing an instructional course on philosophy of education to provide a basis for measuring the effectiveness of the course.