THE EFFECT OF COLLABORATIVY INQUIRY ON STUDENTE TEACHERS BELIEFS AND INSTRUCTIONAL PERFORMANCE
| المصدر: | دراسات في المناهج وطرق التدريس |
|---|---|
| الناشر: | جامعة عين شمس - كلية التربية - الجمعية المصرية للمناهج وطرق التدريس |
| المؤلف الرئيسي: | Al Iweh, Ahmed Mahmoud (Author) |
| المجلد/العدد: | ع182 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2012
|
| الشهر: | مايو |
| الصفحات: | 1 - 16 |
| ISSN: |
2535-213X |
| رقم MD: | 753713 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
16
| المستخلص: |
This study examined the effect of collaborative inquiry on EFL student teachers’ beliefs and classroom performance. The study was conducted on 72 college seniors (21 males and 51 females) who were randomly assigned to experimental and control groups, 36 students each. As a complement to a mandatory Methodology course, the participants enrolled in weekly sessions that addressed various issues relevant to FL instruction. However, members of the experimental group were required to collaboratively investigate field-driven problems they encountered throughout their practicum experience. An adapted model of the Collaborative Inquiry Process of New York city (Robinson, 2010) was implemented in this study. Then, two instruments were administered to examine the effect of collaborative inquiry on the participants; 1) an inventory of student teachers’ beliefs (developed by this investigator) and 2) an adapted scale of the Instructor Checklist Form (developed by the American Center of Adult English Language Acquisition (cited in Marshall and Young, 2009). Study results revealed that collaborative inquiry had no significant effect on student teachers’ overall beliefs. However, these activities yielded a significant improvement in the classroom performances of the experimental group. Relevant interpretations, implications, and recommendations were offered. |
|---|---|
| ISSN: |
2535-213X |
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